Engaging Neurodiverse Youth in Informal STEM Learning: Strategies and Recommendations

Abstract

The talents that neurodiverse individuals bring to STEM fields are being increasingly recognized, thus it is important to ensure neurodiverse youth have opportunities to experience an array of STEM fields as viable career options. Based on the results of a systematic review, this article provides recommendations for how informal STEM learning programs can effectively engage neurodiverse middle and high school students. The recommended strategies highlight ways that programs can increase student interest and confidence in STEM in an environment that values learning and social differences.

Graphical Abstract

Keywords:

• STEM
• youth with learning differences
• out-of-school
• STEM/science engagement

Acknowledgments

The authors would like to thank Amy Hughes, April Vollmer, and Emma Maroushek for their assistance with this project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This article is based upon work supported by the National Science Foundation under Grant No. 2115542.