Presenters: Kerry Highcock, NEAS North East Autism Society; Dr Jenny Search, International Centre for Life
Theme: Working with audiences underrepresented in the physical sciences
Reporter: Vicky Mason
One sentence summary: A comprehensive exploration of sensory science clubs, detailing their design for neurodiverse audiences and providing guidance on how you could create similar programmes/activities yourself.
Description
Sensory science clubs for autistic young people, initially funded by the Wellcome Trust, are after school science clubs designed for neurodiverse young people in the North East. Each session lasts 90 minutes and they are delivered in blocks of six. The groups are small, with around eight young people per club. During the sessions the young people are able to choose to undertake various activities in a safe environment, allowing them to take the lead and make their own choices. The initial sessions are more prescribed, but as the clubs progress, the themes are guided by the young people, giving them a sense of agency.
Kerry and Jenny focus on working with neurodiverse audiences because they are underrepresented in STEM and face many barriers to participating in traditional STEM activities. Neurodiverse audiences often experience social isolation, poor mental and physical health outcomes, educational disadvantages and a lack of support, especially those that are in mainstream schooling. Sensory science clubs aim to remove barriers to participation and provide a safe, friendly space for young people to engage in STEM activities.
While the young people participate in the activities, parents and carers are given a space to meet and build a support network. Beyond the STEM learning that occurs, the social bonding within the sessions can have a lasting impact, with young people forming friendships that extend beyond the club’s duration.
Currently there is a suite of tried and tested sensory activities that work well with neurodiverse audiences. They are now at a stage where young people from previous iterations of the club can volunteer as mentors, providing further positive experiences and role models.
Unfortunately, due to the relatively low number of participants compared to other STEM engagement activities, securing funding is challenging, however building on the success of the sensory science clubs, two new clubs have been developed for vision and hearing-impaired young people.
The workshop audience engaged in a task where they examined various example STEM activities and considered how they might be adapted (if necessary) for neurodiverse, visually impaired, or hearing-impaired audiences. This exercise, following the insights gained from learning about the sensory science clubs, proved to be a valuable challenge. The discussion yielded several key points.
- It is difficult to manage the different needs, which you may or may not know in advance. Try to get as much information on your audience in advance as you can.
- Being flexible and having choice is key, but at what point is there too much choice which could then become overwhelming?
- Funding – where can we secure funding for those projects that demonstrate they are working well and having impact, even if on a small scale.
- Scalability – best to keep smaller groups for neurodiverse young people but for visually impaired and or hearing impaired you could scale it. Sensory adaptations usually benefits everyone.
- Question – could you do same session with parents as the kids are doing it, that way they can relate and become more science literate themselves?
Key messages
Partnerships
Partnerships are essential. Merging expertise in working with neurodiverse audiences with science engagement was crucial. If you’re aiming to engage a specific audience, finding the right partnership can significantly enhance your impact. Building trust is vital, not only between partners but also with teachers, parents/carers, and participants. This process requires time and effective communication, but it will lead to genuine co-production. Be transparent about what partnerships will entail and involve partners as early as possible.
Audience
When working with neurodiverse audiences, it’s crucial to have a deep understanding of their needs and avoid making assumptions about participants. If you plan to engage with this group, consider providing staff with autism awareness training. It’s important to listen to and validate the experiences of young people – if they express that something isn’t working for them, acknowledge it. Stay vigilant during sessions and watch for subtle signs of distress, as many young people mask (which is about protection, not fitting in). If something seems off, check in with them to ensure they are comfortable.
Environment
The environment in which activities are delivered is just as crucial as the activities themselves. It might take a few sessions for young people to feel at ease, but it’s essential that they feel comfortable and can be their authentic selves.
Activities
Flexibility and having options are crucial. What works for one student might not work for another, so it’s best to offer choices they can select from themselves. However, it’s important to strike a balance, as too many options can be overwhelming. Engage with participant feedback; for instance, tools like fidget toys or ear defenders can be helpful, but what benefits one person might be a trigger for another. Some adjustments can be beneficial for everyone.
Symposium Partners
