A teenager who has performed well in school for years suddenly finds it almost impossible to get out of bed. He talks less than he used to, forgets appointments, and can’t stand the noise in the cafeteria for even ten minutes. This looks like depression and is often diagnosed as such. But especially in people with autism, there may be another explanation.
What exactly is autistic burnout?
It is a deep exhaustion that has built up over months and, in many cases, lasts longer than three months. The most striking thing is that abilities that were once taken for granted gradually fade away. Someone who used to enjoy talking at length about things can now barely string a sentence together. Packing a school backpack becomes a virtually insurmountable task. In addition, the sensitivity threshold drops, and light and other noises quickly become unbearable. This has developed over a long period of imbalance between external demands and the resources actually available. The single biggest factor is “masking”—that is, the constant effort to appear inconspicuous in everyday life.
How can you tell the difference between this and depression?
With depression, hopelessness and feelings of worthlessness are often the main symptoms. With autistic burnout, it’s all about feeling overwhelmed and the urgent need to reduce external stimuli. Sadness does not always play a role in this condition. The extent of the condition also varies, as classic burnout is tied to work or school, whereas this exhaustion affects all areas of life and can begin as early as childhood. Distinguishing between the two is particularly important for treatment, as misclassification can worsen the condition. Nevertheless, the two cannot be completely separated, since persistent exhaustion is considered a risk factor for subsequent depression.
What can be done in this situation?
The first step is to drastically reduce stress. At school, this often means putting homework on hold for a while. Some students may not arrive until the third class period or may attend only certain classes until their condition has stabilized. Such measures should be documented in writing—for example, in the disability accommodation plan or the support plan—so that each teacher doesn’t have to make the decision anew. Later, the focus shifts to recognizing “masking” and gradually reducing it. Many students keep a kind of log over several weeks, noting what drains their energy and what recharges them. The attitude toward this is crucial. Anyone who interprets this withdrawal as a lack of interest in school only intensifies the pressure that led to the exhaustion in the first place.
Want to see more from JuCare?
When a young person is running out of energy, getting the right diagnosis is often the crucial first step. You can read about our approach on our page about autism therapy. You can request therapy directly here:
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