The objective of this study was to explore the role that Autistic identity, sensory processing and camouflaging behaviours have on eating disorder symptomology in Autistic adults. Previous research has focused on cognitive and sensory factors to explain the association between autism and eating disorders, but the roles of social identity and camouflaging are yet to be explored. Autistic participants (N = 180) were recruited from NHS settings and community groups. The participants completed online questionnaires measuring autistic identity, camouflaging behaviours, sensory processing, autistic traits and eating disorder symptoms. Multiple regression revealed that camouflaging significantly predicted eating disorder symptoms. Although sensory processing was related, it did not significantly predict eating disorder symptom severity. In addition, there was no significant relationship between autistic identity and eating disorder symptom severity. This study highlights the impact that camouflaging behaviours and sensory processing can have on eating disorder symptomatology in autism and may indicate important considerations for the treatment of eating disorders in Autistic people.Lay Abstract This study aimed to explore the impact of Autistic identity (i.e. feeling like you belong to the Autistic community), sensory profiles (e.g. being over or under responsive to sensations) and camouflaging behaviours (i.e. masking) on eating disorder symptoms in Autistic adults. 180 Autistic people were recruited from the community and NHS. The Autistic people completed online questionnaires measuring Autistic identity, sensory profiles, camouflaging behaviours, autistic traits and eating disorder symptoms. The analysis showed that higher levels of camouflaging behaviour predicted higher levels of eating disorder symptoms. Sensory profiles were related to but did not predict eating disorder symptoms and there was no relationship between level of Autistic identity and eating disorder symptoms. This shows that camouflaging is the most important predictor of eating disorder symptoms in Autistic people, and warrants further exploration.

When we put relationships at the heart of all we do in schools then everyone benefits – vulnerable children, their peers, and the adults working with them. Dr Pooky Knightsmith looks at how

Every child needs a safe adult, especially if they have faced trauma or are vulnerable. Dr Pooky Knightsmith describes the five Cs of being a safe adult.

Every school will have some families with which it is difficult to engage, and often these are the families of our more vulnerable learners. Dr Pooky Knightsmith looks at why this might be and offers some practical ideas

Children and young people who have experienced trauma may exhibit challenging behaviour as a result of learned trauma responses. Pooky Knightsmith provides some practical advice for school staff members on providing a more inclusive trauma-informed approach.

Every day, school staff will encounter students struggling with issues of mental health. In this practical guide, Dr Pooky Knightsmith looks at spotting the signs, the common mental health issues, how to intervene, talk and listen to young people, referring successfully to CAMHS, and eight tips for supporting young people

As schools reopen further post-lockdown, the key question is what kind of wellbeing and mental health issues will students be presenting with and what signs should we be on alert for? Dr Pooky Knightsmith considers 10 challenges we are likely to see in September – and what we can do to help

The personalization of service provision and responding to patients’ expressed needs are key components of government plans to improve children and young people’s mental health services in England. This qualitative study explored the use of patient experience research in these services. Despite national level commitments to listening to and acting on the “patient’s voice,” both service users (young people) and parents of this group reported never having been invited to participate in patient experience research. Most professional respondents reported that such research was frequently tokenistic and conducted solely to meet an administrative requirement. Senior policy makers justified the limited investment in, and use made of patient experience research, by pointing to what they felt were more urgent priorities facing children and young people’s mental health services. These included unprecedented levels of demand and critical underfunding of mental health services and related youth- and community-based services. The conceptualization of patient experience research within the National Health Service (NHS) as a service improvement issue was found to have led to its status being diminished to one concerned with relatively cosmetic matters, such as the color scheme or choice of pictures on the walls of clinics. Senior policy makers argued that it was important to rethink the role and value of patient experience research, and to recognize its unique contribution to addressing the existential questions facing services.

Our young people's mental health is on the line during the coronavirus lockdown. Dr Pooky Knightsmith discusses four things pupils need to feel right now—and some simple ideas that can be passed on to teachers for making that happen

Exam season is on the horizon and we must help students to handle the pressure if they are to excel. Dr Pooky Knightsmith offers some practical ideas for reducing stress and anxiety in the run up to exams

Many schools run wellbeing or mental health workshops for parents to help support children and families. Dr Pooky Knightsmith offers her tips for organising effective and engaging events

Anxiety-related disorders are increasingly common among the young people in our classrooms. Dr Pooky Knightsmith offers us five simple calming strategies that can be used or taught

The long summer break can be challenging for students facing mental health or emotional wellbeing issues. Dr Pooky Knightsmith looks at how we can help students to prepare

There will be young carers in your school and statistics show that they are more often absent and achieve worse exam results than their peers. Dr Pooky Knightsmith advises

When a young person with mental health or wellbeing issues faces a crisis moment, there are some simple techniques and ideas that could help. Dr Pooky Knightsmith explains

Learning how to fail is a vital skill that our pupils are not developing – leaving them vulnerable to life's ups and downs. Dr Pooky Knightsmith explains and advises

It can be daunting when a troubled student chooses to disclose to you. Dr Pooky Knightsmith advises how to talk so that young people who need your help will listen