Tang, Jillian; (2025) Social Media: An IPA Study of Adolescent Autistic Girls' Lived Experiences and Implications for their Mental Health and Wellbeing. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

This study explores the lived experiences of adolescent autistic girls’ use of social media and the implications for their mental health and wellbeing. While digital platforms are an integral part of adolescent life, the intersection of autism, gender, and social media remains under-researched, particularly from the perspective of autistic girls. This group was chosen due to their historical underrepresentation in autism research, later diagnoses, camouflaging behaviours, and increased mental health vulnerabilities. Adopting a constructionist epistemology and relativist ontology, the study is underpinned by Social Identity Theory and the two continua model of mental health to explore how autistic girls use social media to navigate identity and psychological wellbeing. Interpretative Phenomenological Analysis enabled in-depth exploration of semi-structured interviews with eight autistic girls (one of whom identifies as gender diverse) aged 13-18, attending both mainstream and special schools in England. Four group experiential themes were generated: Double-Edged Sword highlighted social media as a space for connection and exploring special interests, and a source of anxiety and cyberbullying; Navigating Identity on Social Media revealed tensions between authenticity and camouflaging, and the role of online spaces in exploring neurodivergent and intersecting identities; Support for Using Social Media reflected participants’ experiences of school and family support, revealing a need for more individualised and practical guidance; and The Role of School Context captured how different school environments shaped participants’ use of platforms, exposure to peer pressures, and online behaviours. Social media was experienced as a protective factor when it facilitated connection, self-expression, and access to affirming communities. It became a risk factor when it heightened social comparison, camouflaging, and harmful interactions. Overall, social media played a complex but important role in identity development, belonging, and mental health and wellbeing. By centring autistic girls’ voices, this study offers valuable insights for Educational Psychologists, schools, and families supporting autistic girls in both online and offline contexts.

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