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Write for Stairway to STEM

Our library is built on lived experience. We’re looking for autistic and neurodivergent writers to share their perspective on the transition to college and careers in STEM — the parts that guides written from the outside tend to miss.

Who we’re looking for

Autistic and neurodivergent writers — students, graduates, and professionals, in your own voice.
Families — parents and siblings who have navigated the transition.
Educators and professionals — Disability Services staff, counselors, faculty, and researchers.

How it works

Send a pitch. A few sentences is plenty — the topic, the angle, and who it's for.
We reply. An editor reads every pitch and gets back to you with thoughts and a suggested scope.
You draft. Write in your own voice. We'll share examples and answer questions as you go.
We edit together. An editor suggests changes for clarity, length, and accessibility — you have the final say on your meaning.
It publishes. Your piece goes live with your byline and bio, linked to your work.

Credit and compensation

Contributions are currently volunteer, the way our library was built from the start. In return you get a full byline and bio, a link to your work or site, and a piece that lives in a resource students, families, and educators actually use. If that changes, we’ll say so here first.

Editorial guidelines

Your experience is the point. Write from what you know. First-person and specific beats general.
Plain language. Short sentences, clear headings, define jargon the first time you use it.
Accessible by design. Descriptive link text, alt text for images, and no reliance on colour alone.
Respectful language. Identity-first language is our default (e.g. “autistic student”), and we follow the terms contributors use for themselves.
No medical advice. Share your experience with supports; don’t diagnose or prescribe.
We edit for clarity, not meaning. An editor will suggest cuts and rephrasing; you approve changes to your meaning before publication.

Topics we’d love to cover

Suggestions, not assignments — a different angle on any of these is welcome.

Navigating Financial Aid: Tips for Autistic Students

Financial aid can be a complex area for many students, especially for those on the spectrum. Understanding the process and available resources is crucial for success in college.

Possible angle: Focus on the unique challenges autistic students face in applying for and managing financial aid, including tips and resources specifically for them.

What specific challenges did you face when applying for financial aid?
What resources helped you navigate the financial aid process?
What advice would you give to other autistic students seeking financial support for college?

Coping with Burnout: Strategies for Autistic College Students

Burnout is a significant issue for many college students, particularly for those who are autistic. It's important to explore practical coping strategies from lived experiences.

Possible angle: Gather insights on recognizing burnout, its impact, and effective self-care strategies that autistic students have found helpful in managing their workload and mental health.

How do you recognize the signs of burnout in yourself?
What strategies have you used to cope with or prevent burnout during your studies?
How has your experience with burnout affected your academic performance and well-being?

Sensory Needs in STEM Labs: An Autistic Student's Perspective

Sensory sensitivities can greatly impact the learning experience in STEM labs, yet this topic is underexplored. Insights from autistic students can inform better practices.

Possible angle: Encourage contributions discussing specific sensory challenges experienced in lab environments and strategies used to cope or advocate for accommodations.

What sensory challenges have you faced in STEM labs?
What accommodations or changes have helped you succeed in these environments?
How can educators better support autistic students in lab settings?

The Transition Experience: Community College to Four-Year University

The transition from community college to a four-year university can be daunting, and insights from autistic students are crucial to understanding their unique experiences.

Possible angle: Explore the specific challenges and successes of autistic students making this transition, including strategies that helped them adjust.

What motivated your transition from community college to a four-year university?
What challenges did you encounter during this transition?
What advice would you give to other autistic students considering a similar path?

Balancing Part-Time Study and Work: Stories from Autistic Students

Many autistic students juggle part-time work while studying, which can present unique challenges. This perspective is often missing from existing content.

Possible angle: Collect personal accounts detailing the balance of work and study, including strategies for managing time and energy.

How do you balance your part-time job with your studies?
What challenges have you faced in managing both responsibilities?
What tips do you have for other autistic students in similar situations?

Graduate School: An Autistic Perspective on the Application Process

The application process for graduate school can be particularly complex for autistic students, and their perspectives can shed light on this experience.

Possible angle: Focus on the unique hurdles faced by autistic students in applying to graduate programs and strategies they've used to navigate them successfully.

What challenges did you face during the graduate school application process?
How did you prepare for the application and interviews?
What advice would you give to other autistic students considering graduate school?

Prefer email? Write to info@stairwaytostem.org.