In this MIT Learn Beyond Biology episode, MIT Lecturer in Biology, Darcy Gordon, speaks about living with bipolar disorder with the host, Mary Ellen Wiltrout. Darcy shares how she navigated treatment and disclosure through school and the workplace, motivating the building of more inclusive learning environments. Darcy discusses how personal experience shaped her scientific curiosity and commitment to helping students feel welcome, while emphasizing that disclosure is always a personal choice. Enjoy this pilot episode of the Beyond Biology show, although we released the recording later. Darcy Gordon, PhD, is the Lecturer in Blended Learning and Online Initiatives, Department of Biology and Open Learning, MIT. Resources Video of this Beyond Biology episode on MIT Learn 7.03.3x Genetics: Population Genetics and Human Traits on MIT Learn See more of Darcy's work on the Pulse Shorts on MIT Learn Darcy describes experiencing depression and mood changes in adolescence, receiving a bipolar II diagnosis, and learning to recognize hypomania symptoms such as insomnia, racing thoughts, grandiosity, and risky behavior.Her sister recognized how serious things had become and urged their parents to seek help; stigma made it difficult for Darcy to be candid with clinicians at first.School and college brought uneven support: understanding high school teachers, limited counseling capacity in college, and a period without therapy despite ongoing medication.Darcy explains that bipolar disorder has no cure and that treatment is focused on managing symptoms.She recounts contrasting professor responses when she disclosed her diagnosis, and recommends beginning with appreciation, asking what support is useful, and avoiding intrusive demands for details.Her academic path moved from organismal biology research on crickets to a PhD studying ants, then toward education after teaching and mentoring became especially meaningful.At MIT, Darcy experienced imposter syndrome and uncertainty about the disability disclosure checkbox in a job application, reflecting the vulnerability involved in sharing a hidden disability.Darcy discusses genetic association research and the complexity of mental illness, including genetic, environmental, and contextual contributions; she hopes for more targeted treatments.Her inclusive teaching work treats students’ lives beyond the classroom as relevant to creating welcoming, accessible learning environments.Darcy stresses that openness can reduce isolation, but nobody owes anyone their story, and disclosure may not be safe in every setting. Timestamp Highlights 00:00 The fear and uncertainty of disclosing a hidden disability 02:15 A childhood curiosity for life sciences and learning 06:01 Adolescent depression, symptoms, and getting a diagnosis 11:11 What hypomania looked like in daily life 16:09 College transitions and gaps in mental health support 21:57 Lifelong treatment and the diabetes comparison 24:18 Two very different reactions to disclosure 30:28 How biology made the science of the brain personal 33:24 From cricket research to studying ant societies 38:30 Teaching, mentorship, and finding a career in education 41:06 Applying to a job at MIT and confronting the disability checkbox 44:19 Imposter syndrome and learning to trust others’ judgment 48:00 What genetic studies can and cannot tell us about bipolar disorder 52:04 Darcy choosing to share her story at MIT 58:04 Inclusive teaching and recognizing students’ full lives 01:00:05 What Darcy would tell her younger self 01:01:24 Disclosure is personal, and safety comes first Keywords Darcy Gordon, bipolar disorder, mental health, disability disclosure, higher education, inclusive teaching, MIT, science education
