On April 8, I took 11 neurodivergent students, along with two chaperones (including myself) and a staff member from our college with his family on a 17-hour field trip – including 11 hours in two vans and a car in a bumper. – a highway traffic that spanned the entire state of Vermont – to view the full solar eclipse in far north Newport, Vermont.
Rebecca Mate
I am an adjunct professor at Landmark College in Putney, Vermont, where I work exclusively with neurodivergent students, including those with autism, attention-deficit/hyperactivity disorder, dyslexia, and executive function disorders. I wanted my students to participate in this unique event while engaging in science outreach.
The sunflower district
A phenomenon that was going to bring more visitors to Vermont than a peak day in leaf season may not have seemed ideal to my students. So I collaborated with the City of Newport to make the eclipse experience more inclusive for neurodivergent individuals.
My co-chaperone, Rebecca Matte, and I came up with the idea of creating what we called a “sunflower zone,” a low-sensitivity space where my students and others could enjoy the eclipse without loud noises, without large crowds and other overwhelming stimuli. We were inspired by Tournesol project on hidden disabilities.
The Newport organizers reserved a pavilion for us after just a few emails and phone calls. This provided a calm and controlled environment for students who otherwise might have found the experience overwhelming. We asked families with noisy dogs or other high-energy distractions to respect the area, and everyone did.
Our students wore sunflower pins to identify themselves as volunteers and help others understand the purpose of the space. We could have used a little more signage, but the area worked well as a sanctuary and our students experienced the eclipse in a way that felt manageable and even serene. The sunflower zone gave them space to breathe, creating a space where they could feel a sense of belonging while being part of a public event.
Eclipse Awareness
We brought lithographs of past eclipses and used them as conversation starters. In the form of a game, my students invited the children to place the images in chronological order, thus helping them discover the history of eclipses. The game was accessible to blind or visually impaired children, allowing everyone to participate. My students worked in teams, dividing roles based on their strengths: some started conversations, others led the game, and still others shared fun facts about the science behind eclipses.
After nearly a decade of participating in science outreach, I would say this event was one of the most rewarding experiences I have had. I felt inspired watching my students demonstrate their science identity and resilience through outreach.
The low sensory space we created was a small but significant adjustment that made the event more inclusive for everyone. Days like this remind me of the power of accessible science communication and the value of creating environments in which all individuals can thrive.
Christine Monroe
Landmark College students, faculty and staff inside the designated “Sunflower” Pavilion in Newport, Vermont, on the day of the eclipse.