Laboratory Science (Chemical Science) degree apprentice, Chantelle is autistic. She discusses the support she has received from Manchester Met and her employer, Stepan Company, throughout her apprenticeship. She also talks about the Enable Science Network she founded with funding from the Royal Society of Chemistry to increase awareness of scientists working with disabilities.

Why did you choose a Degree Apprenticeship?

I first found out about the Laboratory Science (Chemical Science) Degree Apprenticeship through my employer, Stepan. Stepan had come across my LinkedIn profile and invited me to apply for an apprenticeship position within the QC laboratory. I was not sure what to expect from a degree apprenticeship, as my understanding of apprenticeships was based on the traditional car mechanic and administrative apprenticeship roles. I attended an online information event, which helped to answer my questions.

For me, an apprenticeship was the ideal option. I had an extended period of illness, which prevented me from working or studying for a long time and I was ready to enter employment, but I also wanted a degree to open opportunities to progress and build a career. An apprenticeship offered me the option to pursue employment and a degree at the same time. It also allowed me to plan and acknowledge my progression throughout the apprenticeship, through regular reviews. This was important to me personally because, as someone who enjoyed school and learning prior to my illness, I wanted a way to symbolically mark my recovery and provide reassurance. In addition, given that I have always been naturally more academic than practical, I thought that an apprenticeship would help me to improve my practical skills and to gain confidence.

When Stepan approached me, I was already working in my first laboratory role and, due to the poor work culture, I was desperate to leave. This really highlighted the benefits of apprenticeships, as the company and the university invest in you as an individual and are committed to supporting your success.

What support have you received from Manchester Met and your employer?

I decided to disclose that I am autistic to both Manchester Met and Stepan. Unfortunately, disability discrimination is still a very real fear for many, making the decision to disclose a disability difficult. I have, however, had a positive experience in this instance.

I was directed to the disability support services at Manchester Met, who were able to create a Personal Learning Plan for me and help with access to specialist funding for additional support. The Personal Learning Plan is really a tool for fostering communication between myself, disability support team and the teaching staff. As an autistic individual, I approach communication and process information differently. Through the Personal Learning Plan, my lecturers can understand these differences and we can find ways to work together more effectively to support my learning and development. I like to think that my unique insights have contributed to the continuous improvements I have seen across the programme. I also have access to specialist mentors and technology. The technology allows me to collect, sort and present information in different ways, which helps me to process information in a way that works for me. My specialist mentors help me to identify what study strategies work best for me and to navigate any barriers that I encounter during my studies.

I was introduced to Access to Work when I received my autism diagnosis a few years ago. Whilst Access to Work can conduct full workplace assessments and recommend reasonable adjustments and assistive technology for the workplace, I was only interested in accessing travel support. Access to Work subsidises my transportation costs, allowing me to arrange taxi transportation to work at the same cost as public transportation. This enables me to bring my best self to work, as I am not expending energy coping with the unpredictability and sensory triggers associated with public transportation. Stepan also sought advice from the National Autistic Society (NAS), with my permission. I was impressed that Stepan was so proactive and open to engaging in a conversation on disability. People and organisations can sometimes be wary of this, as they fear saying the wrong thing or they worry about what it will involve. The NAS conducted a workplace assessment, which involved a questionnaire and an online chat. Stepan had already given me access to office space to recharge on my lunch break and were already beginning to communicate new projects in written format, in place of verbal instructions. The NAS, however, were also able to suggest relocating my desk space away from noisy instrumentation, if alternative space becomes available.

Even as an openly disabled person, I often struggle with confidence, and I feel a strong need to show my capabilities and prove myself. This has been especially challenging within my role as an apprentice because I haven’t been able to jump straight in – it is a learning journey across four years. My skills coach has alleviated any of my concerns and self-doubt and has also supported me in mapping out my progression with my workplace. This has really helped me to navigate my anxieties and focus my efforts more effectively. In addition, my skills coach has helped me to identify new ways to contribute and expand upon my current role at Stepan.

Tell us about your network, Enable Science

I received funding to establish a network for disabled scientists called Enable Science, through the 2021 Royal Society of Chemistry disability and accessibility special call. I first had the idea after participating in a Royal Society of Chemistry forum on Inclusion and Belonging in the Chemical Sciences. At the time, I had been dealing with a very negative response to disclosing my disability from my then employer. I was seeking out others who could offer understanding and guidance on how to advocate for myself and others.

The Enable Science Network seeks to increase the representation of disabled scientists and improve their sense of belonging. Our aims focus on addressing the three barriers to belonging, communication from others that they don’t belong, the absence of role models, and stereotyping, identified in the Royal Society of Chemistry ‘A Sense of Belonging in the Chemical Sciences report’.

I am really excited about our current projects at the Enable Science Network. We are working to develop the website and introduce an online resource library, to collate case studies of disabled scientists and present a selection as poster resources to distribute across schools, and to organise a school competition to raise the aspirations of disabled students and to challenge stigma across the wider student population. I am, however, passionate about continuing to grow Enable Science and establish a mentorship programme, awards, publication opportunities, and an annual conference in the future. Through the Enable Science Committee, I am privileged to work with highly talented disabled scientists who contribute new ideas, skills and experience to shape Enable Science and respond to the needs of the disabled science community.

If you are interested in learning more about the Enable Science Network, I would recommend visiting our website and attending one of our open forums. Alternatively, I can be contacted through email.

Looking back over your time (so far), how have you found the whole degree apprenticeship experience?

Sometimes, juggling work, university, the Enable Science Network, and the peaks and troughs in my energy as a disabled individual can seem really challenging. There is, however, lots of support available. I have one day each week designated for my university studies and Stepan grant me an additional revision day for each exam. If I am having difficulties with a particular assignment, I can email my lecturer for advice and guidance and I can access support through my workplace mentor or skills coach. Finding a balance is also always being made easier, as the apprenticeship team adjust materials, assignment formats and timetables in response to feedback.

There isn’t really a typical day for me at work. At first, this made it difficult to understand what was expected of me. My skills coach and workplace mentor have helped me to embrace the diversity and flexibility of the role. Whilst some days I am assisting with performing routine quality testing, conducting laboratory calibrations, or undertaking laboratory housekeeping tasks, I am also often assigned projects.

My current projects include comparing the isomer distribution of a product made directly and through conversion, drawing on my understanding of reaction mechanisms and stereochemistry, and assessing how altering a chemical parameter affects the cold storage capabilities of another product, using thermodynamic concepts and bonding theory. The anticipated introduction of restrictions on 1-4 dioxane has also allowed me to participate in significant research and development work at Stepan. For example, as the analytical testing method has been applied to new products, I have needed to apply my understanding of the analytical process to address interferences.

The degree apprenticeship provides social opportunities, which I feel are richer for bringing together a more diverse group of people. During the residential week at the university, social events are planned alongside practical experiments and study skills development. This also promotes a sense of comradery amongst degree apprentices and in between residentials, we all keep in touch via a group chat. There are other opportunities to attend University, but these are optional. For example, you can attend study skills workshops or access the sports facilities, societies, the library and support services. Social opportunities are also available through my employer, at Stepan, the employee forum allows any employee to suggest and arrange work social events.

I really enjoy being a degree apprentice. I get the best of both worlds - learning the underlying theoretical principles of chemistry and the hands-on industry knowledge and skills. I am surrounded by so much wealth and knowledge in the Manchester Met staff and my Stepan colleagues, which I feel very lucky to be able to draw on as I progress throughout my degree apprenticeship. Whilst it can be challenging at times, I feel that the Manchester Met and Stepan are both committed to helping me succeed. Ultimately, it is overcoming these challenges that is enabling me to grow, as a scientist and as an individual.

How are you hoping a Degree Apprenticeship will support your career progression?

I initially pursued a degree apprenticeship to progress from a supporting laboratory role, which was limited to sample preparation and laboratory housekeeping. The programme is allowing me to develop the skills and experience for laboratory analysis and to meet the qualification requirements to pursue higher roles within an organisation.

I am recognising that the degree apprenticeship has more to offer in terms of career progression. It is challenging me to gain the confidence to apply my knowledge for problem solving and to improve my decision making. In my previous laboratory roles, I was simply following set standard operating procedures and now I am learning how to determine, produce and adapt standard operating procedures. In addition, I am being introduced to wider industry operations to understand how the business functions and how I can contribute. I feel that this is preparing me for leadership roles in the future. The degree apprenticeship has supported me to be active within the science community, as university staff and colleagues at Stepan treat me as an equal and invite me to share my thoughts and ideas. This has benefited my role at Enable Science, giving me the confidence to stand up and present Enable Science at Royal Society of Chemistry events. I have also fed this into my role as a ChemTalent Influencer for the Chemical Industries Association.

The degree apprenticeship has opened my eyes to the possibilities for my career in the future. Stepan encourages me to explore various roles within the business and a diverse experience with opportunities to engage in any areas that I may be interested in. Whilst I began my degree apprenticeship envisioning myself as a laboratory analyst, I have witnessed how my colleagues utilise their knowledge and experience beyond the traditional remit of a laboratory analyst. For example, I have been able to participate in continuous improvement initiatives, product development, and auditing, in addition to routine quality analytical testing. For now, I am just keen to learn and try as much as I can.

Do you have any advice for future Degree Apprentices?

I was very lucky in securing my apprenticeship. I recommend using professional platforms like LinkedIn but also exploring the chemical companies within your area. If possible, seek out laboratory work experience. Ultimately, enthusiasm and a little research to show interest in the company can go a long way.

In terms of balancing work and study, I try to pay attention to my energy levels and be realistic about timetabling, prioritising the most important tasks. I find staying an hour after work is a great chance to get some studying in and frees up my time at home. I will, however, skip staying late if I think I am too tired or preoccupied with work to study effectively. In the beginning, I wasn’t really utilising my study days to the fullest. I was trying to work through the day, but I have found that breaking up the tasks and taking regular breaks really helps me to concentrate. When preparing for exams, I like to make flashcards to help me memorise course content. It is, however, going through the practise questions that really helps me to recognise where I need to direct my revision and to bring together my learning. If I am short of time, I will mentally plan out the steps I will take in answering a question and then look through the answer. This saves time in writing out the answer and helps me to get past any anxieties I may have in getting started.

My advice would be to embrace the experience and to be open and honest about where you are in your apprenticeship journey. It can feel uncomfortable stepping outside of your comfort zone, but you will be most proud of the times you did when you look back over your experience. Whenever you feel that you don’t know enough, view it as a learning opportunity. Being honest about where you are in your apprenticeship journey is about discussing any difficulties you may be having. Even if you don’t need support, it takes a weight off you and allows you to refocus.

My manager says:

“Chantelle has had a great year; she has achieved very high marks on her exams and has fitted into the QC team really well. She has also helped to support HR with work experience safaris. Chantelle is keen on self-development and learning which is something which needs to be coached throughout her degree apprenticeship. 

The degree apprenticeship has definitely helped both Chantelle and the company, we continue to find Chantelle projects which will further her understanding of the chemical industry, provide the company with the data it needs and also ties in with her university education.”

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