Presenters: Margaret Janse van Rensburg, Chris Bendevis, Patrick Dwyer, Lincoln Ripley, Mica Pabia, and Sandy Hodgetts, Autism, Neurodiversity and Academic Achievement (AIDAN) lab, University of Alberta

Autistic disclosure, where individuals share their autism diagnosis or Autistic identity with others, can be a conscious decision or occur inadvertently. Existing research underscores the critical role of disclosures in how Autistic individuals navigate their social interactions, daily activities, and routines, which underscores the critical role of disclosure on social belonging as Autistic individuals navigate their social interactions, daily activities, and routines (Thompson-Hodgetts et al., 2020). However, while non-Autistic individuals might perceive these disclosures positively, Autistic people frequently face negative backlash, such as discrimination, judgment, and stigma, upon sharing their autism diagnosis (O'Connor et al., 2020; Thompson-Hodgetts et al., 2020). This adverse societal feedback to disclosure may cause Autistic individuals to refrain from revealing their identity, leading them to conceal or mask their Autistic traits (Botha et al., 2020; Farsinejad et al., 2022), which may adversely impact their mental health and overall well-being (Bradley et al., 2021; Mandy, 2019; Russo, 2018).

A strong commitment to diversity, equity, and inclusion is essential within university environments, where diversity of thought, experience, and identity enriches the academic community. However, the subtlety of neurological differences, such as autism and ADHD, often necessitates explicit disclosure for individuals to access supportive measures and accommodations. Leveraging insights from the Autism Neurodiversity & Academic Achievement (AIDAN) Lab and the Campus Belonging Network, this virtual breakout session aims to investigate the mental health implications of disclosing and concealing an Autistic identity among Autistic students in Canadian universities. The session aims to help participants make thoughtful decisions about disclosure by examining personal experiences with disclosure, the reasons for disclosure or non-disclosure, and the impact of disclosure. The ultimate goal is to promote a safe and supportive environment for Autistic and neurodivergent students, which can enhance their mental health, academic achievement, sense of belonging and overall flourishing. The session will provide strategies to facilitate thoughtful decision-making and encourage the creation of such environments.