Introduction
Autism Spectrum Disorder (ASD) encompasses a range of neurological differences that can impact social interaction, communication and behaviour. In educational and professional settings, particularly in STEM fields like chemistry, these differences can pose unique challenges. However, with the right adaptations, individuals with ASD can excel and contribute meaningfully. Inclusivity and accessibility are globally significant topics and increasing awareness in these areas can benefit not only those with ASD but also the broader community.
Current research on inclusivity in STEM
Recent studies highlight the growing recognition of the need for inclusive environments in STEM education. Research indicates that autistic students often face barriers in traditional learning settings due to sensory sensitivities, communication differences and rigid instructional methods. For example, noise levels, bright lights and strong odours in laboratories can be overwhelming, leading to discomfort and distraction.
Tailored teaching methods, such as the use of visual aids and step-by-step written instructions, can significantly enhance engagement and comprehension among autistic students in chemistry classes. Furthermore, providing alternative forms of participation and assessment can help alleviate anxiety and better accommodate diverse learning styles.
Moreover, people without autism tend to better understand and empathise with autistic students and co-workers when they are provided with relevant information about autism. Increased awareness and education among peers can help foster a more supportive and inclusive environment in academic settings.
Practical adaptations in chemistry laboratories
Based on my own experiences and observations, several practical adaptations can be made to create a more inclusive chemistry lab environment:
- Sensory modifications. Reducing sensory triggers is crucial. Simple changes, such as using noise-cancelling headphones, dimming harsh lights and ensuring proper ventilation to minimise strong odors, can help mitigate sensory overload.
- Structured and predictable environment. Autistic individuals often thrive in environments where routines and expectations are clear. Providing detailed lab schedules, consistent instructions and visual cues can enhance predictability, reducing anxiety and allowing students to focus on their tasks.
- Flexible lab spaces. Designating quiet areas or flexible workstations can accommodate students who may need breaks from sensory stimuli. Additionally, allowing students to work at their own pace, with flexible deadlines when feasible, can further reduce pressure and improve performance.
- Use of assistive technologies. Incorporating technology, such as digital lab simulations or apps that guide experiments, can provide an alternative way for students to engage with the material. These tools can also offer visual and interactive support that align with the strengths of many autistic individuals.
- Flexible work hours and remote work options. Considering the common issue of sleep disturbances among autistic individuals, offering flexible work hours in research centres and the option for remote work when suitable, can be highly beneficial. This flexibility allows individuals to work during their most productive times, accommodating their unique sleep patterns and reducing potential stress associated with rigid schedules. Scientists, like other professionals, can effectively perform many of their duties from home and remote work options can provide a more comfortable and controlled environment, further supporting productivity and well-being.
- Understanding individual needs. It is important to understand and accommodate the unique needs of each autistic individual. For example, some may require wearing sunglasses indoors or using accessories such as hats to increase comfort and confidence. Promoting awareness and acceptance among classmates or colleagues can help ensure that such needs are respected and not negatively perceived, fostering a more supportive and inclusive environment.
By implementing these adaptations, educators and employers can create a more inclusive and supportive environment that acknowledges and addresses the specific needs of autistic individuals, ultimately enhancing their ability to succeed in chemistry labs and scientific research settings.
Supporting social integration
The university experience for autistic students goes beyond academic performance; it also involves building a healthy social network. This aspect presents a dual challenge as they strive to maintain good grades while simultaneously navigating complex social dynamics. However, creating a promising and healthy network is possible through involvement in thematic clubs and organisations that many universities offer, providing opportunities for social interaction in structured and interest-based settings.
For students with late diagnoses of autism, academic and emotional challenges, such as anxiety and depression, are common. These issues often lead them to seek help outside the university, ultimately resulting in an autism diagnosis that clarifies their struggles. This underscores the importance of early recognition and support for autistic students to ensure their success and well-being in university settings.
Personal experience: navigating challenges in the chemistry field
Reflecting on my professional experience, I faced significant challenges due to undiagnosed autism while pursuing a career as a chemistry technician. The time required to complete my training was twice as long as initially anticipated. Upon entering the workforce in a laboratory, I encountered difficulties related to the lack of understanding and specific accommodations for my needs, which resulted in sensory overload and autistic burnout. These factors led to the decision to end this chapter of my career after several years, highlighting the profound impact that the absence of a diagnosis or understanding of autism can have on both professional and academic experiences.
After a period of frustration, I sought new opportunities and relocated to a South Pacific island near New Zealand to work as an international customer support consultant, going into this experience blindly, believing that the problem lay with me and that chemistry was not my area. This role presented even greater challenges, further illustrating the difficulties encountered by individuals with undiagnosed autism. However, almost three years ago, I received a formal diagnosis of autism that ranges from level 1 to level 2, which led me to reevaluate my career trajectory. I subsequently reapplied for a position as a scientist at Petrobras, with the assurance that both the company and I would be aware of my condition.
This experience highlights the urgent need for personalised support and increased awareness in scientific and professional settings. It is essential to accommodate the unique needs of individuals on the autism spectrum, whether they are in STEM fields or anthropology and regardless of whether they are considered "low-functioning" or "ultra-qualified".
The intersection of autism and chemistry professionals
It is a remarkable coincidence that both Autistic Pride Day (worldwide) and the Day of Chemistry Professionals (in Brazil) are celebrated annually on 18 June. While these two observances highlight distinct areas - one focused on neurodiversity and the other on scientific contributions - they share a common theme of recognition and empowerment.
Autistic Pride Day, observed worldwide, promotes the acceptance and value of neurodiverse individuals, emphasising their unique perspectives and talents. Interestingly, a remarkable number of individuals on the autism spectrum who enter higher education are choosing chemistry as their profession, drawn to its structured, logical nature.
Similarly, Brazil’s Day of Chemistry Professionals celebrates the crucial role of chemists in advancing science and technology. This overlap invites reflection on the diversity of minds contributing to both scientific innovation and societal progress, underscoring the importance of inclusion in all fields.
A case study in Brazil
At the Federal University of Rio de Janeiro (UFRJ), 51.8% of enrolled autistic students are pursuing degrees in fields unrelated to STEM (Fig. 1), with a significant concentration in areas such as Arts and Law. In contrast, 48.2% of students are currently enrolled in STEM disciplines, including chemistry, biology and engineering (Fig. 1). These data reveal an interesting trend in course selection among autistic students, highlighting the diversity of interests and skills within this group, which encompasses both creative and scientific fields. This distribution underscores the importance of fostering an inclusive and accessible environment across all areas of knowledge, allowing autistic students to feel supported in their academic and professional choices.
The distribution of autistic students at UFRJ reflects a broader societal trend regarding the diverse interests and strengths within the autistic community. The fact that a substantial majority (51.8%) are pursuing degrees outside of STEM fields, particularly in areas like Arts and Law, suggests that many autistic individuals are drawn to creative and humanistic disciplines that allow for self-expression and social engagement. Meanwhile, the nearly equal representation (48.2%) in STEM fields indicates that many autistic students also possess strong analytical and/or problem-solving skills, which are essential in scientific and technical disciplines such as chemistry. These data highlight the need for educational institutions to recognise and nurture the varied talents of autistic individuals, ensuring that they have access to resources and support that cater to their unique strengths, regardless of the field of study they choose to pursue.
Implementing adaptations naturally tends to show promising results. In my own experience, I have observed increased engagement and improved performance among autistic individuals in chemistry when the environment was adjusted to meet their needs. For example, one student who struggled with verbal instructions excelled when provided with a detailed visual guide for each experiment, while an employee who was sensitive to noise found that working in a quieter section of the lab greatly improved their concentration. Responses from both students and workers tend to be more positive, with many appreciating the efforts to accommodate their needs and foster an inclusive environment. These experiences emphasise the importance of personalised approaches in both educational and workplace settings.
However, understanding of the need for adaptations and the inclusion of autistic adults in both employment and higher education in Brazil - and probably the whole world - is still an area that requires improvement and greater comprehension. Nevertheless, private and public companies, such as Petrobras, are pioneering efforts to include individuals with autism and other disabilities.
Addressing misconceptions and highlighting individuality
It's easy to fall into the trap of making generalisations about autistic individuals, such as assuming that they all excel in IT or dislike social interaction. However, as Melissa Skaggs, owner of The Hive, pointed out, these assumptions often miss the mark. In her experience, one autistic employee enjoys engaging with customers, while another prefers to work behind the scenes in the kitchen. These examples highlight the diversity of personalities and preferences within the autistic community, emphasising the need for environments that recognise and accommodate individual strengths and interests.
Melissa Skaggs is a dedicated advocate and leader in the realm of disability services, particularly in supporting individuals with autism, among other disabilities. She is the founder of The Hive, an innovative organisation located in Willard, Missouri, which aims to provide comprehensive job skills training to persons with disabilities. The Hive’s mission is to immerse individuals in various roles within the hospitality industry, thereby equipping them with essential vocational skills. Moreover, the organisation focuses on enhancing relational skills to enable meaningful networking within the community. Through hands-on learning and community engagement, The Hive helps individuals build confidence and gain independence, making a significant impact on their lives and fostering inclusivity within broader society. Additionally, The Hive operates as a café, offering delicious meals and drinks.
Some autistic individuals may enjoy participating in carnival festivities, captivated by the vibrant colors and costumes, while others may prefer the comfort of staying at home. Autism is a spectrum, and it is rare for one autistic person to be identical to another, reinforcing the importance of recognising and embracing this diversity.
Navigating the science sector: opportunities and challenges
Positions such as research assistants, reference librarians, genealogists, chemists, chemistry technicians, pharmacy technicians, academic researchers and scientists are well-suited for individuals on the autism spectrum. These roles frequently require strong analytical skills and meticulous adherence to procedures - traits that individuals with autism may naturally excel in. The scientific environment places high value on these characteristics, rendering it a favorable field for those who thrive in such settings.
In Brazil, individuals with autism are officially recognised as having a disability, which impacts their employment opportunities. It is estimated that a significant portion of individuals with autism are unable to pursue higher education. Among those who do achieve a higher education degree, approximately 85% remain unemployed or underemployed despite their qualifications. This stark employment disparity highlights the ongoing challenges faced by individuals with autism in securing meaningful employment.
This issue is being addressed by organisations such as Petrobras, which, in its most recent public selection process, allocated 20% of available positions to people with disabilities, including those on the autism spectrum. The focus on chemistry during this process included over 81 positions in 2024, a substantial proportion of which were designated for the Petrobras Research Center (CENPES). CENPES, the largest research centre in Latin America and one of the largest globally, is renowned for its research in energy transition, environmental chemistry and engineering.
The commitment of Petrobras to inclusivity within the scientific sector underscores the potential for individuals with autism to make significant contributions to advanced research and development. Despite the systemic barriers faced by many on the spectrum, initiatives like this offer promising avenues for increased participation and integration into high-impact scientific roles.
However, it is crucial to recognise that individuals with autism, particularly those who are undiagnosed, may be at a heightened risk of experiencing burnout and workplace harassment. The lack of a formal diagnosis can exacerbate these challenges, as undiagnosed individuals may struggle without access to appropriate accommodations or support. It is essential to develop HR and academic tools and resources that assist individuals in identifying and obtaining a diagnosis, which can help mitigate the adverse impacts of undiagnosed autism in both work and academic environments. Addressing these needs will be vital in fostering a more supportive and equitable professional landscape for individuals on the autism spectrum.
Inclusive hiring practices at Petrobras: a biopsychosocial approach
In its recent hiring process for individuals with disabilities, including those on the autism spectrum, Petrobras implemented a comprehensive biopsychosocial assessment to tailor the employment experience to the unique needs of each candidate. This approach included soliciting candidates' expectations from the company.
Personally, I expressed a desire for increased awareness within the workforce regarding autism, advocating that such awareness could reduce ableism directed at autistic individuals. The process involved detailed interviews aimed at customising the work environment to accommodate sensory sensitivities and other specific needs of autistic employees.
Additionally, Petrobras ensured that the training course required for becoming a scientist at the Petrobras Research Center - lasting approximately four months - was inclusive, addressing even the accessibility of office furniture for new hires with autism. This proactive approach reflects Petrobras's commitment to creating an accommodating and supportive work environment for individuals on the autism spectrum and other disabilities.
Conclusions
Creating an inclusive chemistry lab environment, workplace or classroom necessitates a deep understanding of the unique needs of autistic individuals and a commitment to addressing these needs through thoughtful adaptations. This includes providing sensory accommodations, tailoring teaching methods and fostering an environment that minimises ableism. By implementing such changes, educators and institutions not only enhance the educational experience for autistic students but also contribute to a richer, more diverse chemistry community.
The inclusion of individuals with autism in the science sector, as demonstrated by initiatives like those at Petrobras, reflects a broader global commitment to accessibility and equity. Petrobras's biopsychosocial approach to hiring, including the customisation of training programs and workplace accommodations, sets a precedent for how organisations can support autistic employees.
As research and understanding of autism evolve, it is crucial that these insights inform our educational and professional practices. By continuing to prioritise inclusivity and accessibility, we can create supportive environments that enable all individuals to thrive, thereby enriching the scientific community and advancing global awareness of these important issues.
Neurodiversity embraces the natural variation in neurological functioning, including autism, as a valuable aspect of human diversity. Recognising and accommodating the unique needs of autistic individuals is not something to be ashamed of but rather a necessary step towards inclusivity. By making adjustments in various environments, we enable everyone to showcase their strengths and contribute meaningfully. Ultimately, neurodiversity enriches our society, and supporting these adaptations helps build a more equitable and inclusive world.
Bibliography and notes
- Genova, H.M.; Haas, M.; Elsayed, H.; Dacanay, M.; Hendrix, L.; DeLuca, J. Improving job interview skills in autistic youth using a combined intervention approach inspired by positive psychology. Journal of the International Neuropsychological Society 2023, 29, 627-628.
- Scott, M.; Leppänen, J.; Allen, M.L.; Jarrold, C.; Sedgewick, F. Longitudinal analysis of mental health in autistic university students across an academic year. Journal of Autism and Developmental Disorders 2023, 53, 1107–1116.
- Spoor, J.R.; Bury, S.; Hedley, D. Non-autistic employees’ perspectives on the implementation of an autism employment programme. Autism: International Journal of Research and Practice 2021, 25(8), 2177-2188.
- PETROBRAS. Innovation and Technology: Research Center. https://petrobras.com.br/inovacao-e-tecnologia/centro-de-pesquisa (accessed 28/09/2024).
- Palumbo, J. The range of career options for autistic individuals. Forbes, 2022. https://www.forbes.com/sites/jenniferpalumbo/2022/08/31/the-range-of-careers-options-for-autistic-individuals/ (accessed 30/09/2024).
- Hive of the Ozarks: https://hiveoftheozarks.com. Melissa Skaggs was interviewed by USA Today on July 27, 2022. USA Today is one of the newspapers with the highest circulation throughout the United States. For more information, The Hive can be contacted at 304 E Jackson St Suite 5e, Willard, Missouri, United States (MO), or visited online.
- Agência Brasil. Petrobras promotes visit to Cenpes laboratories: https://agenciabrasil.ebc.com.br/foto/2023-11/petrobras-promove-visita-aos-laboratorios-do-cenps-1699636354 (accessed 06/12/2024).
