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Related Experiment Video

Updated: Jan 29, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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Freshman Experiences Among Neurodivergent Students Following a STEM-Focused High School-to-College Transition

Bryan K Dallas¹, Shupei Yuan², Briona Humphrey³

¹School of Interdisciplinary Health Professions, Northern Illinois University, 1425 West Lincoln Highway, DeKalb, IL 60115-2828, USA.

Behavioral Sciences (Basel, Switzerland)

|January 28, 2026

Summary

Students with disabilities (SWDs) successfully transitioned to college after a STEM program. The program supported their readiness for STEM careers and college life, including social and extracurricular activities.

Keywords:

STEM education interview neurodivergent students students with disabilities transition to college

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Last Updated: Jan 29, 2026

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Area of Science:

Education
Disability Studies
STEM Education

Background:

Limited research exists on high school to college transitions for students with disabilities (SWDs).
Investigating STEM pathways for neurodivergent students is an emerging area of study.

Purpose of the Study:

To understand the experiences and perspectives of college freshmen with disabilities.
To evaluate the impact of a STEM-focused high school-to-college transition program.

Main Methods:

Participants completed a yearlong STEM transition program.
Follow-up surveys and semi-structured interviews were conducted during their freshman year of college.

Main Results:

Most participants reported a successful transition to their first college semester.
Participants maintained engagement in STEM career development and extracurricular activities.
Successes and challenges related to college and career readiness factors were identified.

Conclusions:

The STEM transition program positively impacted students with disabilities' college readiness.
Further research and practice are recommended to support SWDs in STEM pathways.