Beyond Masking: Authentic Social Connection and Neurodiversity

PEERS respects neurodivergence while offering practical tools for those who actively seek social connection, emphasising genuine engagement rather than camouflaging autistic traits.

The PEERS program operates from a fundamental respect for neurodiversity while acknowledging the legitimate desire many neurodivergent young people express for greater social connection. Rather than promoting "normalization" or suggesting that autistic communication styles are inherently problematic, PEERS focuses on teaching specific skills that research indicates facilitate positive peer interactions—without requiring participants to suppress their authentic identities. This approach recognizes that many neurodivergent youth experience profound loneliness and actively want friendships but lack the specific knowledge to navigate social situations successfully, creating a gap between their social desires and social outcomes.

Critical to the program's ethical framework is its emphasis on consent and agency—participants choose to develop these skills because they value the potential outcomes of improved social connections. The curriculum explicitly distinguishes between masking (exhausting suppression of autistic traits to appear neurotypical) and selective use of specific social skills in situations where the individual desires connection. This distinction preserves autonomy while providing practical tools for those situations where participants actively want to engage with peers but find themselves unsure how to proceed effectively. The program further emphasizes finding compatible friendship matches rather than changing one's fundamental interests or personality.

PEERS also incorporates numerous elements that specifically support neurodivergent learning styles, including visual supports, concrete rules rather than abstract principles, and multiple opportunities for practice in a supportive environment. The parent/caregiver component further ensures that adults understand how to support skill development without inadvertently promoting masking behaviours or invalidating autistic experiences. This balanced approach has garnered support from both clinical researchers and neurodiversity advocates, as it respects individual differences while acknowledging that social communication differences can create genuine barriers to desired connections for many neurodivergent young people.