Neurodiversity-Affirmative Model, Social Camouflaging, and Psychological Well-Being of Neurodivergent Students in Inclusive Contexts: A Systematic Review

Abstract

Although the enrollment of neurodivergent students is increasing globally, persistent normative educational environments force these students to socially camouflage, which severely impairs their psychological well-being. This systematic review synthesizes empirical evidence on the associations between educational practices based on the Neurodiversity-Affirmative Model, social camouflaging, and psychological well-being within inclusive contexts. Following the PRISMA 2020 guidelines and the PICOS framework, 37 empirical studies published between 2015 and 2026 were identified across five major databases (WoS, PubMed, ERIC, APA PsycINFO, Scopus) and evaluated using the MMAT tool. Preliminary findings indicate that traditional deficit-based models are qualitatively described as contextual drivers linked to social camouflaging, whereas affirmative structural and pedagogical practices—such as sensory spaces and flexible methodologies—are associated with lower perceived pressures to mask; furthermore, lower camouflaging dynamics within these environments are linked to reduced self-reported social anxiety, depression, and burnout in neurodivergent individuals. Concurrently, variables such as gender and age at diagnosis appear to modulate the masking experience. In conclusion, reducing social camouflaging requires a comprehensive ecological transformation of educational institutions, emphasizing that affirmative supports must be individualized to ensure psychological safety and foster authentic inclusion.