‘She masked, she masked, she masked’: Unseen autism and its toll on young girls
The article discusses the challenges faced by young girls with autism who often mask their behaviors to fit into social norms, leading to emotional distress and difficulties in receiving appropriate support. It highlights the lack of awareness surrounding neurodiversity among educators and healthcare professionals, which contributes to misdiagnosis and inadequate care. The piece emphasizes the importance of recognizing autism in females, who may present differently than males, and calls for greater understanding and resources to address the unique needs of autistic girls. The article uses personal stories and expert insights to illustrate the impact of societal expectations on individuals with autism.
Inside Afghanistan’s Secret Schools for Girls Afghanistan's Taliban authorities have imposed strict limits on girls' education, banning formal schooling beyond the sixth grade. Despite this, underground classrooms have emerged nationwide, offering clandestine learning opportunities to young women determined to continue their education. In response to the growing crisis, Shabana Basij-Rasikh, founder of the School of Leadership of Afghanistan (SOLA), has established a permanent campus in Rwanda, providing a safe haven for Afghan girls seeking knowledge far from the Taliban's reach. The new facility in Rwanda marks a significant shift for SOLA, which previously operated as a boarding school in Kabul before being forced to flee following the Taliban takeover in 2021. Basij-Rasikh and approximately 250 students and staff members relocated to Rwanda, where the school has now begun operating from a secure campus. The institution aims to provide a lasting refuge for Afghan girls, many of whom are unable to pursue education in their homeland due to Taliban restrictions. SOLA’s move to Rwanda comes amid worsening conditions for Afghan women and girls under Taliban rule. According to a United Nations report released in August, nearly 2.4 million girls are excluded from secondary education in Afghanistan. Conditions for women have deteriorated significantly, with increased restrictions on movement, employment, and public life. Child marriage rates have risen, and many girls face uncertain futures without access to formal schooling. Basij-Rasikh emphasized the resilience of the students at SOLA, noting that the girls are determined to continue their education despite the challenges they face. She described the new campus in Rwanda as a symbol of hope and perseverance. “This place represents a permanent home for our girls,” she said. “I’m so grateful for the welcome we have received.” The Taliban has maintained that it prioritizes education, claiming that more than 10 million students, about 25% of Afghanistan’s population, are currently enrolled in schools, universities, and other institutions. Officials have stated that efforts are underway to create conditions allowing girls and women to study in accordance with Islamic Sharia law. However, the reality on the ground contradicts these claims, with widespread reports of girls being barred from attending school beyond the sixth grade. Despite the limitations, SOLA continues to expand its reach through innovative methods. Recognizing the barriers faced by Afghan girls lacking access to smartphones and stable internet, Basij-Rasikh and her husband, Mati Amin, developed an online education platform called SOLAx. This initiative provides access to Afghan school curricula for grades six through 12 via WhatsApp, enabling students to study at their own pace. The platform includes features designed to protect users, such as the ability to delete messages quickly and resume lessons using a PIN code. While the Rwanda campus allows SOLA to double its enrollment capacity, the demand for education among Afghan girls remains overwhelming. Thousands of applicants worldwide seek admission each year, but the school must still reject the vast majority due to limited resources. To address this challenge, SOLA continues to rely on its online platform to reach as many students as possible. The situation highlights the deepening divide between the Taliban’s official stance on education and the lived experiences of Afghan girls. While officials claim to be committed to providing education in line with Islamic principles, the practical implementation has resulted in severe restrictions on girls’ access to schooling. Meanwhile, organizations like SOLA persist in finding ways to support Afghan girls, both within and beyond the country’s borders. The establishment of SOLA’s Rwanda campus underscores the global effort to ensure that Afghan girls can continue their education despite the obstacles posed by the Taliban regime. As the school prepares to welcome its first cohort of students in the new location, the focus remains on expanding access to learning and empowering the next generation of Afghan women.
The New York Times reports that the Taliban have imposed a ban on education for millions of Afghan girls. Journalists from the Times investigated secret schools where female students, educators, and families are working around the restrictions to maintain access to education. These hidden learning environments represent a form of resistance against the Taliban's policies, highlighting ongoing efforts to preserve educational opportunities despite severe limitations.
Bias read (Center): The article presents a balanced account of the Taliban's education ban and the clandestine efforts of Afghan girls and their communities to circumvent it. It does not overtly favor one side over another but focuses on documenting the situation and the challenges faced by those resisting the policy.
Why factuality (85): The article accurately reports on the Taliban's policy banning education for girls and describes the existence of secret schools as a response. It cites the work of Times journalists and provides context based on reliable reporting. There is alignment with broader coverage of the situation in Afghan
Why objectivity (75): The article presents the information in a neutral tone, focusing on the actions of both the Taliban and the individuals resisting their policies. While it has a human interest angle, it avoids taking sides and maintains a balanced perspective throughout.
The New York Times reports on secret schools operating in Afghanistan under Taliban rule, where girls receive education despite a government ban that restricts their schooling to the sixth grade. These clandestine classrooms represent a defiance of the Taliban’s policies and highlight the determination of Afghan girls to pursue learning. The article was reported by the newspaper's Afghanistan and Pakistan bureau chief, Elian Peltier, who visited one such school to document the experiences of the students.
Bias read (Center): The article presents a factual account of the situation regarding education for Afghan girls under Taliban rule without overtly favoring any side. It highlights the existence of secret schools and the defiance against the Taliban's policies but does not take a clear ideological stance or use biased措
Why factuality (85): This article corroborates the previous one, confirming the Taliban's educational restrictions and the presence of hidden schools. It includes direct observation by the reporter and quotes from those involved, adding credibility. The facts align with other reputable reports on the issue in Afghanista
Why objectivity (75): The article remains objective, presenting the situation without overt emotional appeal. It focuses on the reality of the clandestine schools and the determination of the students, without taking a political stance or promoting any agenda.
Los Angeles TimesIndependent🔒ProgressiveFactual 50Objective 608/26/2026
The article discusses the challenges faced by young girls with autism who often mask their behaviors to fit into social norms, leading to emotional distress and difficulties in receiving appropriate support. It highlights the lack of awareness surrounding neurodiversity among educators and healthcare professionals, which contributes to misdiagnosis and inadequate care. The piece emphasizes the importance of recognizing autism in females, who may present differently than males, and calls for greater understanding and resources to address the unique needs of autistic girls. The article uses personal stories and expert insights to illustrate the impact of societal expectations on individuals with autism.
Bias read (Progressive): The article frames autism as a condition that is underrecognized and misunderstood, particularly in females, which aligns with progressive advocacy for neurodiversity and inclusive education. While not overtly political, the emphasis on systemic failures in diagnosis and support suggests a critique,
Why factuality (50): The article discusses autism in young girls using the phrase 'she masked, she masked, she masked' but does not provide specific data, sources, or expert commentary to support its claims. It appears to be more of a narrative piece rather than a factual report. The lack of primary source documentation
Why objectivity (60): The tone is empathetic and highlights the challenges faced by young girls with autism, which is appropriate for the subject matter. However, the language leans slightly toward advocacy rather than pure reporting, suggesting a potential bias towards raising awareness about autism in females.
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How each side covered it
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