A Picture Paints a Thousand Words: Understanding How People Conceptualise Autism Through Images

Beauty and Colour

Participants frequently used colourful and abstract imagery to reflect autism's diversity and to challenge stereotypes (see Figure 1). Bright, bold colours symbolized individuality and variety, while chromatic images were used to critique simplistic views of autism. Some participants highlighted how autism is often stereotyped, especially in gendered ways. For instance, one participant favoured a rainbow prism over the blue puzzle piece, noting, ‘The rainbow prism better represents us—diverse in gender, sexuality, and individuality—and in this picture the girl is looking at the camera, breaking the stereotype that autistic people can't make eye contact’. Others chose colourful symbols to represent the richness of neurodiversity. A picture of umbrellas from Liverpool's Umbrella Project was described as ‘embodying the variety within autism spectrum condition (ASC)’ and representing the beauty and complexity of neurodiversity.

Participants used abstract images like colour wheels to describe autism's intricacy. One noted, ‘The colour wheel reflects autism's variety—some colours are simple to identify, while others blend categories, much like the spectrum of autism itself’. An autistic individual shared a personal connection to swirls, explaining, ‘I see the world in swirls—in clouds, nature, and rivers. Swirls represent constancy and beauty, which is how I interpret my autism. They help me understand and connect with the world’. These interpretations showcase the powerful role of imagery in breaking stereotypes, celebrating diversity, and communicating the lived experiences of autistic individuals.

Symbols and Iconography

Symbols representing autism have evolved over time, with organizations and individuals embracing diverse imagery to reflect the condition's complexity. Common symbols include rainbows, infinity symbols, puzzle pieces, brains, and butterflies, each carrying unique interpretations (see Figure 2 for a selection of images in this subtheme). Rainbows frequently symbolize the spectrum nature of autism, celebrating its diversity and beauty. A participant likened the autism spectrum to a rainbow, stating, ‘You see a rainbow and think of it as one entity, but up close, it's made of individual colours—just like autism’.

Puzzle pieces, a longstanding but contested symbol, elicited varied responses. Some viewed them positively, reflecting strengths in problem-solving and logical thinking. Others described puzzles as metaphors for understanding autism itself or navigating the world as an autistic individual. For example, one participant remarked, ‘The puzzle represents how people with autism try to fit in ‒ they may not understand why they’re different, but they want to be accepted’.

Brain imagery ‒ often colourful or patterned with symbols ‒ was associated with the neurological basis of autism and its cognitive diversity. One participant highlighted, ‘Different brains symbolize how everyone is unique, with varied interests and abilities’. Infinity symbols, particularly the gold infinity, represented autism's infinite diversity without the ‘negative connotations’ of the puzzle piece. As one participant expressed, it was a way to ‘identify as autistic without embarrassment or ambiguity’. These symbols illustrate how individuals conceptualize autism's heterogeneity and how imagery can shape public understanding, acceptance, and self-identification.

Animals

Participants often used animals in their responses to symbolize autism's uniqueness, diversity, and relatable characteristics, with butterflies, cats, and other animals serving as metaphors for various aspects of autistic experience (see Figure 3 for a selection of images).

Butterflies were frequently associated with beauty, individuality, and freedom of expression. One participant described autism as ‘so unique … it's like a colourful butterfly’, while another linked the butterfly's flight to the joy autistic children find in movement, particularly dance. Another used butterflies and other winged insects to represent the autism spectrum, comparing butterflies to those with exceptional talents and bees or wasps to individuals who may struggle more, sometimes reacting defensively to their environment.

Autistic participants who chose images of cats often found them deeply relatable. Cats were described as embodying traits such as intelligence, emotional sensitivity, and a preference for indirect communication. One participant stated, ‘I see myself as being more similar to cats than humans. I relate to their sensory perception and calm demeanour, and I’m happy with my autism, even if it's a disability’. Another described the parallels between human and feline communication struggles, highlighting how rigid boundaries can cause friction but also offer comfort.

In addition to cats, dogs were used to illustrate unconditional love and acceptance. A participant who chose their family dog shared, ‘Appa wouldn’t care if anyone was autistic as long as they loved him’, emphasizing the simplicity and non-judgmental nature of animals compared to human social interactions. These animal metaphors provided participants with a meaningful way to convey the richness and complexity of autism, offering both personal identification and broader reflections on non-human social styles. It also drew attention to the natural world and, in a sense, the naturalness of autism as depicted in other species.

Metaphors

Participants used powerful, deeply personal metaphors to describe their lived experiences of autism, often conveying abstract or complex feelings in ways that illuminated its nuances and challenges. Metaphors like the terrarium depicted autism as a comforting, self-contained space filled with personal interests and preferences. One participant said, ‘My autism feels like a safe glass enclosure … I can venture outside safely for a time, but I am better off inside’. Similarly, the Hogwarts castle symbolised autism's complexity and potential, described as ‘confusing and mysterious, but filled with wondrous opportunities for those who embrace it’.

A glass of water represented the effort required for socialising and managing interactions, as one participant explained: ‘[My husband's] ability to “people” is like a cup filling. When full, he absolutely needs to be alone’. This metaphor provided a tangible way to express the limits of energy for social engagement, offering insight into balancing personal needs with external demands. Art was frequently used to capture the emotional weight of autism. Edward Munch's The Scream symbolised sensory overload and feelings of isolation. As one participant noted, ‘The main figure is overwhelmed while others in the background remain unaffected ‒ mirroring the autistic experience of being different and isolated’.

Mythological figures like Cassandra served as metaphors for the autistic perspective on societal norms and isolation. A participant likened Cassandra's fate ‒ speaking truths no one believed and suffering ostracisation ‒ to their own experience of challenging neurotypical customs. They stated, ‘Cassandra's isolation and anguish resonate with how autistic individuals are often dismissed or misunderstood, leading to profound loneliness’.

These metaphors collectively highlight autism's multifaceted nature ‒ its strengths, challenges, and personal significance (see Figure 4 for a selection of images). They reflect how autistic individuals navigate a world that is often perplexing and isolating while finding meaning, beauty, and self-understanding within their unique perspectives. They also highlight the connection autistic and neurotypical people find in works of fiction and art to symbolise personal experiences with the condition.

Social and Communication Differences

This theme focused on the social and communication differences often observed in autistic individuals, highlighting challenges in forming connections, navigating social norms, and overcoming communication barriers (see Figure 5 for a selection of images). Participants frequently noted differences in social motivation and behaviour, often perceived as distinct from neurotypical norms. For instance, one participant chose an image of a person with hair obscuring their face, interpreting it as representing disengagement and a lack of eye contact. They remarked that such behaviours may be misunderstood as unattractive or disconnected, reflecting the challenges autistic individuals face in social interactions. Others associated similar imagery with traits such as vagueness, difficulty fitting into societal expectations, and a lack of facial expression, particularly in young males, who were stereotypically associated with autism.

Language delays and non-verbal communication were another focus of this subtheme. One participant selected an image of a pictorial exchange system, emphasising how such tools are invaluable for non-speaking autistic individuals. They explained that systems like these provide essential means for those who cannot speak to express themselves more effectively, fostering better understanding and interaction. Participants also discussed how sensory overload intersects with communication difficulties. For instance, an image showing a child with their hands over their ears when in the same space as a vacuum was used to highlight how overstimulation can create barriers to effective communication. One participant described how educators, peers, and relatives might misinterpret autistic individuals’ responses to overstimulating environments, complicating efforts to connect or understand their needs.

Across responses, participants highlighted how social and communication differences are often misunderstood or lead to marginalisation. These differences ‒ whether in facial expressions, social behaviours, or the use of assistive communication tools ‒ reflect the unique challenges autistic individuals may face when navigating a neurotypical world. This subtheme underscores the importance of fostering understanding, adapting communication approaches, and creating environments that respect and accommodate diverse social and communicative styles.

Special Interests and Passions

Participants highlighted the centrality of special interests or passions in the lives of autistic individuals, often describing these interests as sources of joy, comfort, and focus (see Figure 6 for a selection of images). One image featuring a child with a stuffed bear was used to symbolise the concept of special interests. A participant noted how such interests flourish in safe environments, emphasising the importance of creating spaces where autistic individuals can freely express their passions. Similarly, participants associated special interests with intense enthusiasm and a sense of identity.

Common hobbies in the autism community, such as music, puzzles, animals, and engineering, were often linked to autistic individuals’ strengths. For example, an image showing a boy with Legos was used to illustrate fascination with specific activities. One participant remarked, ‘Children with autism sometimes get overly obsessed and fascinated with things or hobbies’, framing these interests as a defining characteristic (though admittedly one that was somewhat pathologised given the word choice). Autistic individuals’ affinity for animals was also discussed. A personal photograph of one participant walking an alpaca served as the basis of their discussion of the importance of animal contact for improving their mental health as an autistic woman. The participant described feeling ‘comfortable and safe’ in this activity, showcasing how animal-related interests can provide a sense of security and fulfilment.

These responses underscore the value of special interests as a cornerstone of many autistic individuals’ experiences. They highlight how such passions offer not only joy but also opportunities for personal expression, learning, and connection. Encouraging and supporting these interests can foster positive outcomes and deeper understanding in both personal and social contexts.

Repetitive Movements and Stimming

Stimming, or self-stimulatory behaviour, is a common characteristic of autism, and participants often referred to it as an essential coping mechanism and a form of emotional expression. Participants highlighted how stimming often represents emotions such as happiness, excitement, or anxiety (see Figure 7 for a selection of images). For example, one image depicted repetitive hand movements in a small child, and was described as a response to heightened emotional states. Similarly a cartoon showing hand flapping, was noted to illustrate joy and the broader significance of stimming as an emotional outlet. One participant stated, ‘It represents self-stimulatory behaviour … to express their emotions or as a method of calming down’.

Stimming was also framed as a positive and functional strategy for managing sensory inputs. One participant described how stimming is used to process their environment: ‘I interact with the world around me through the form of stimming. It is comforting and helps me process what is occurring around me’. This behaviour was also linked to deeper emotional experiences. The participant explained that the image, which portrays a hand reaching into the sky, symbolized the feeling of ‘grasping for something unattainable’ and resonated with their experience of autism.

Responses show how stimming is both a personal and communal experience within the autistic community. While often misunderstood by others, participants reframed stimming as a valuable tool for self-regulation and emotional expression. These interpretations underscore the importance of recognizing stimming not as a deficit but as a meaningful and adaptive behaviour.

Structure and Systems

Autistic individuals often prefer routine and structured environments, and participants frequently highlighted this trait through symbolic imagery and personal anecdotes (see Figure 8 for a selection of images). These images and descriptions emphasize the significance of order, predictability, and concrete thinking in the lives of autistic people. Participants often associated autism with a preference for black-and-white thinking, where structure and order provide comfort. For instance, one participant described a ‘black and white lens’, suggesting that autistic individuals often view the world in a logical and structured way. They noted the challenges faced by autistic people in navigating neurotypical social cues, which are often ambiguous and require more explicit learning. Another participant chose an image featuring an eye with wires, linking it to the perception of a ‘mechanical’ or ‘computer-like’ way of processing the world. They described how deviations from expected patterns or transitions could disrupt functioning, potentially causing anxiety or meltdowns.

Participants frequently chose images of blocks and puzzles to represent structured thinking and problem-solving abilities, which align with strengths often associated with autism. For example, one participant referred to an image of a child stacking cans, as a representation of their own childhood. They explained how they engaged in activities like ‘grouping, stacking, and lining up objects’, rather than imaginative play. This response underscores a preference for organization and repetition, which provided a sense of comfort and mastery.

The preference for structure and routine was often linked to creating a sense of safety in an unpredictable world. Participants highlighted how structured thinking is not only a characteristic of autism but also an adaptive mechanism that helps autistic people navigate the sensory and social complexities of their environment. The participants’ reflections offer a nuanced understanding of how structure and order play vital roles in the lives of autistic individuals. They also challenge stereotypes, showing that what might appear as rigidity can instead be a reflection of strengths in problem-solving and adaptability within a self-defined framework.

Sensory Overload

The DSM-5 now recognises sensory processing issues, such as hyper- or hyposensitivity to sounds, smells, sights, and tactile sensations, as a core aspect of autism. Participants highlighted sensory challenges as key to understanding autism (see Figure 9 for a selection of images).

Many participants discussed sensory issues as integral to their understanding of autism. In relation to a drawing of a human torso with an explosion of colour in the place of the head, one person wrote about ‘the overwhelming nonsensical confusion of the neurotypical world, that autistic people have to navigate’. Another referenced a cartoon of someone covering their ears amid noise, illustrating sensory overload and its impact on daily life. The many symbols overhead showed ‘the myriad pieces of sensory data that autistic people receive’, as representative of the common autistic experience of overstimulation and struggling to juggle everyday demands.

Images often depicted noise, pained expressions, or noise-cancelling headphones, highlighting auditory challenges and coping mechanisms that can be of assistance. One participant noted that children covering their ears often signal discomfort in unfamiliar environments. Noisiness was linked to fear and stress, while headphones were portrayed as a useful tool that led to happy expressions and personal control, allowing autistic people to integrate in an otherwise challenging environment, and improving their experiences within schools, crowds, stores and at the dentist.

Challenges

This subtheme explores how autistic individuals stand out in society, often leading to challenging emotions in a neurotypical world. Participants reflected on feeling different, misunderstood, or excluded (see Figure 10 for a selection of images). One woman described a surreal image of a ladder symbolising barriers, stating, ‘Things feel out of reach, like understanding jokes or social interactions, and unnecessarily harder for me than others’. These barriers were often seen as pointlessly exclusionary, leading to a hierarchy where autistic people were below neurotypicals.

Surrealism was commonly used to portray struggles with interpreting social situations—beautiful yet melancholic. For instance, a participant linked a painting of a person kneeling by a colourful tree to feeling disconnected, explaining, ‘You see the beauty but can’t grasp its true meaning, much like in social interactions’. Art was often used to portray the inner confusion of understanding one's own emotions or memories due to overstimulation or as a downstream effect of missing social cues and being negatively judged. Another topic was the difficulty of recognition and diagnosis, particularly for women, who are often misdiagnosed or overlooked due to a male bias in autism research. One participant related to an image of a girl sitting by a window, describing the isolation and frustration of being diagnosed as an adult, emphasising the need for gender-inclusive autism research and accommodations. Many participants discussed the impact a missed diagnosis has on female autistic people, including a lack of confidence and missed opportunities for help.

Masking

Masking refers to when autistic individuals hide their authentic selves to appear neurotypical. Participants shared how masking helps them navigate social situations but comes at a high personal cost (see Figure 11 for a selection of images). One participant noted, ‘You spend so long masking you forget who you are without it’, and linked masking to ‘social burnout’. Masking was described as a performative necessity, requiring autistic symptoms to be hidden and neurotypical behaviours to be learned, often leading to burnout. In discussing an image of a woman with a depleted battery, another participant highlighted the exhaustion of constantly trying to fit in. Masking was linked to being tired, and at the end of a long day of masking, autistic people feel exhausted in their attempts to play a part.

A different participant described masking as learning to ‘put on a face’ to interpret and respond to others, which feels stressful and isolating. They connected this to an image of a woman visibly upset beneath her ‘mask’. Several people chose pictures of a person feeling a less positive emotion under their mask, yet pretending to be happy to fit in with neurotypicals. One autistic individual related to an image of someone at their computer, sharing, ‘I try to appear social and upbeat, but it tires me out. I feel more like myself when I’m alone, expressing myself through writing or art without judgment’. Many people discussed the antidote to masking as finding places and people to whom one can show their authentic self, including engaging in passions which often meant not having to mask.

Isolation

Isolation and loneliness are central to the lived experiences of many autistic individuals, often stemming from social differences and external judgment. Participants highlighted how autism can lead to exclusion and feelings of being misunderstood (see Figure 12 for a selection of images). Autistic people particularly noted that when they try and join in, they are judged harshly, which makes them resist future social contact. One participant, referencing a cartoon of a man standing alone at a party, shared, ‘My autism makes it hard to engage in social activities. I often isolate myself, which is embarrassing’.

Another noted feeling perpetually out of place in a neurotypical world, describing it as a ‘constant barrier’ and a lack of space to exist authentically, particularly when expected to feign enjoyment in social interactions. Several participants used pictures of imposed barriers which separated them from groups, making them physically apart from what could be conceived as neurotypical society. Isolation was not only social but also internal for some. A participant described a black-and-white image of a woman with her eye region blurred, writing that life often feels ‘lonely and frustrating, like my brain and body are disconnected. It's as if I’m a guest in my own body, while others seem to understand and belong’. These experiences underscore the profound sense of disconnection autistic individuals may feel from others and even from themselves.

Emotions

The images and descriptions chosen by participants revealed the strong emotional context surrounding autism, emphasising that it is far from a neutral term or condition. Emotions associated with autistic individuals ranged from happiness and joy to intense struggles like meltdowns, while societal attitudes toward autism encompassed fear, judgment, and acceptance (see Figure 13 for a selection of images).

Emotional depictions often presented extremes. Negative emotions experienced by autistic people, such as those shown in an image of a boy grappling with various feelings, highlight the internal conflicts and misunderstandings they face. One participant noted, ‘Behaviour may seem like it's showing one thing, but the person may want to convey something different’. Others mentioned ‘meltdowns’ or the experience some autistic people have of physical sensations resulting from emotional fluctuations and negative sensory experiences.

Many participants discussed emotions stemming from societal marginalisation, including fear, guilt, shame, and stress. For instance, one described the isolation depicted in an image as: ‘It's hard living in a world not made for you. I’m othered everywhere, even in my own home. I’ve tried, but now I’ve given up’. Constant rejection from others led to intense loneliness, where ‘it can be so lonely not being able to fit in or meet others who take you for who you are’.

However, not all emotions were negative. Positive associations, particularly with images of autistic children, included joy and excitement. One participant reflected on an image of a young boy playing with water by writing ‘The autistic children I’ve met often appear to be joyous and full of excitement’. These diverse portrayals underscore the deeply emotional and multifaceted experiences of autistic individuals and how society perceives them. Many, for instance, depicted autistic children as having a vitality that not only reflected their joy but sparked joy in others, while images of adults instead often centered upon the negative emotional experiences arising from stigma.

Misunderstandings

This subtheme explores misunderstandings as a core part of the autistic experience. Participants highlighted how autism often means struggling to grasp the unspoken ‘rules’ of neurotypical society, leaving them feeling like outsiders (see Figure 14 for a selection of images). One participant, referencing a comic of a frog, remarked, ‘It feels like everyone else knows what is going on, but I just don’t know what the rules are’. This sense of exclusion was tied to the complexities of social situations, which autistic individuals described as baffling compared to the intuitive understanding of neurotypicals.

The world was often perceived as operating on hidden rules or meanings inaccessible to autistic people. One participant, choosing an image of a sign with ambiguous meaning, explained, ‘Without the context, it doesn’t make sense. I feel like I’ve been left behind because I can’t see the context that others are seeing’. Misunderstandings extended beyond social norms to societal perceptions of autism itself. A stark black-and-white cartoon of an isolated woman symbolised the misconception about autism as uniform, with one participant noting that, in reality, ‘It is completely different for everyone’.

Another participant addressed internalised ableism stemming from childhood experiences, choosing an image of a person sitting with their head in their hands. They shared, ‘I was taught to repress my natural habits through ABA-like therapy, which made me feel wrong. Today, I’m learning to deconstruct this view’. These narratives reflect the challenges autistic individuals face in understanding and being understood, as well as the emotional toll of societal misunderstandings.

Positives and Benefits

While many responses acknowledged the struggles associated with autism, others emphasised positivity, highlighting happiness, strengths, and the beauty of cognitive diversity (see Figure 15 for a selection of images). One participant, referencing an image of two happy children, noted, ‘There's no real way to identify someone as autistic just by looking. People with autism don’t always show distinctive symptoms’. Many others discussed the importance of not being able to visibly identify autistic people as a lesson in not having pre-conceived notions about the condition and taking people as they are.

Participants celebrated the unique talents often found in autistic individuals and viewed neurodiversity as a testament to the vastness of human potential. One person who chose a picture of a lightbulb surrounded by trash described the creativity that comes out of sometimes what looks on the outside like a messy or disorganised process, but how that divergent process can be hard. ‘While it's a huge blessing to be able to think differently, and focus so hard on tasks that bring joy, being different can sometimes make you feel like a rubbish human, with rubbish ideas, because you can't get the basic stuff done’.

Some responses focused on advocacy and representation. A participant chose an image of a popular female autistic social media personality, explaining, ‘They document their life to dispel myths, provide information, and challenge stereotypes. I wanted to choose an authentic image’. These reflections underscore a shift toward appreciating autism as a source of individuality and strength, fostering understanding and celebration of neurodiversity through powerful people in many industries who publicly claim the autistic identity.

Support Systems

Support systems play a vital role in the lives of autistic individuals, fostering acceptance and enabling them to thrive (see Figure 16 for a selection of images). One participant advocated for adopting the social model of disability, writing, ‘If we support individuals so they can be themselves rather than “fixing them”, society would be much more positive’. Many participants highlighted the importance of supportive relationships with teachers, family members, and friends. Educators shared how meaningful connections with autistic students helped build understanding, while others reflected on familial love, such as a father's visible devotion to his autistic son, exemplified by his advocacy work.

Support was often described as a calming force amidst external chaos. One participant selected an image of a young boy being guided by his mother, a beacon of light and compassion, explaining, ‘The background represents chaos outside my control, while the foreground symbolises the comforts and support of those closest to me’.

Accommodations were frequently noted as transformative. Adjustments like noise-cancelling headphones, special education environments, and diversified teaching methods were seen as crucial for improving the well-being of autistic individuals. One participant chose an image of a happy girl with headphones, saying, ‘Reasonable adjustments allow people to manage difficult aspects of autism. Recognition and support make a big difference, turning challenges into positive outcomes’. These insights show the importance of understanding, care, and accommodations in creating a more inclusive and empowering environment for autistic people.