International Day of Women and Girls in Science: Q&A with Kara Ball, recipient of Bezos Courage and Civility Award

February 11 marks the UN’s International Day of Women and Girls in Science. It’s a day dedicated to recognizing the role women play in scientific discovery and innovation — and to removing barriers that limit who gets to participate. Inclusive STEM (science, technology, engineering, and mathematics) education is essential to that goal, especially for girls who learn and think differently. 

We spoke with Kara Ball, a STEM educator, researcher, and advocate, a recent recipient of the Bezos Courage and Civility Award. Learn about her career journey, her work in inclusive STEM, and why belonging and curiosity are at the heart of science learning.

Tell us about your background and passion for STEM.

I was diagnosed with dyslexia and dyscalculia as a kid. But I didn’t receive my autism and ADHD diagnoses until adulthood — something that’s especially common for women. Even though I struggled with school, I still loved it and knew early on I had a deep passion for teaching. My early experiences as a student shaped my approach to teaching: I wanted to help every child feel seen. 

I started in special education. Then I moved into K–5 inclusion, where I discovered my love for hands-on, inquiry-based STEM learning. Over time, I helped develop district-wide STEM programs and worked with Johns Hopkins to redesign curricula. Now I support teachers nationwide in creating inclusive STEM experiences. My work focuses on helping kids see themselves as creators, tinkerers, and problem-solvers.

How did you feel when you received the Bezos Courage and Civility Award? Why did you choose Understood as the beneficiary? 

At first, I couldn’t believe it — it felt surreal. Once the shock wore off, I felt gratitude that students who learn and think differently were being recognized and that my experience as a neurodivergent educator could help expand inclusive STEM opportunities.

Understood has been part of my story for years. Their mission — to ensure that those who learn and think differently are understood, supported, and celebrated — aligns perfectly with my work. I knew that directing the $5 million grant to them would extend their impact, supporting more students, families, and educators.

What topics in STEM and special education interest you most right now?

I’m focused on the intersection of neurodiversity and STEM, particularly how divergent thinking can be a strength when students are given space to explore. I’m also deeply interested in the growing research around late diagnosis, especially for autistic women and women with ADHD. There’s still so much work to be done in helping educators recognize how differently neurodivergence can present, particularly in girls.

What should teachers know about students with learning differences?

The most important thing is this: Learning differences are not deficits. Children who learn and think differently have incredible strengths. But those strengths often go unseen when we focus only on what they struggle with. Teachers should know:

• 1 in 5 children have learning and thinking differences like dyslexia and ADHD.

• Many kids mask their struggles, especially girls and students of color.

• With the right support, these children thrive — not by becoming “less different,” but by having their strengths recognized and nurtured.

Learn more about Kara’s work and her recent Bezos Courage and Civility Award supporting inclusive STEM education.