Bridging the Gap: Mentorship and Career Support for Neurodivergent STEM Scholars

The increasing recognition of neurodiversity (ND) within science, technology, engineering and mathematics (STEM) fields has led to a growing demand for inclusive educational practices that support neurodivergent scholars. This paper explores the impact of mentorship, career counseling, and the use of strengths-based assessments, such as the Birkman® assessment, on the career readiness of neurodivergent students at Landmark College’s S-STEM program. Using social cognitive career theory (SCCT) as a framework, we analyze longitudinal data from program participants, highlighting an increase in internship participation and career confidence. Interviews with recent graduates reveal key challenges in the post-graduation transition period, the role of professional networks, and the importance of near-peer mentoring in career persistence. The study underscores the critical need for structured post-graduate support and proposes a near-peer mentorship model to facilitate career integration for neurodivergent STEM graduates. Findings contribute to the growing literature on ND inclusion in STEM and offer actionable insights for higher education institutions.