Breaking new ground often begins when women choose possibility over permission. Gitanjali Rao, an MIT undergraduate studying biological engineering, exemplifies this spirit by transforming her curiosity into innovations that address some of today’s social challenges.
A scientist, inventor, and science communicator, Rao first gained national attention for Tethys, a portable device that uses carbon nanotubes to detect lead contamination in water. She later developed Epione, a medical tool for early diagnosis of prescription opioid addiction, and Kindly, an AI-powered platform designed to combat cyberbullying through natural language processing.
Rao’s contributions seem to synch up with her Sanskrit name: Gīta means hymn and Anjali means offering. Indeed, she has dedicated herself to service through science. In a rapidly evolving world with complex problems, Rao’s work highlights why embracing diverse perspectives leads to innovative solutions.
Her successes have earned her widespread recognition, including being named Time’s first-ever Kid of the Year (2020), a spot on Forbes 30 Under 30, and the Stephen Hawking Junior Medal for Science Communication (2025). She also serves as a UNICEF Youth Advocate for using science to drive social change.
Rao feels passionate about providing access to STEM for young people who may not see themselves reflected in science. She spreads STEM awareness by conducting workshops for K–12 students who want to create novel solutions but lack resources. She has also written two books that explain how to develop innovative solutions and navigate college while empowering young innovators: A Young Innovator’s Guide to STEM: 5 Steps to Problem Solving for Students, Educators, and Parents and A Young Innovator’s Guide to Planning for Success: Developing an Authentic Personal Narrative for Students, Educators, and Parents.
In a recent interview, Gitanjali reflected on how empathy shapes her work, described the challenges she has faced as a young innovator, and encouraged the next generation of girls to thrive in STEM.
Many of your inventions are driven by empathy and social impact. When did you realize that science could be a tool for compassion and not just for discovery?
I grew up in a household where my parents always taught me that if I didn’t like the way something was, I should try to fix it. That mindset made me look for real problems in society and think about practical ways to solve them. A strong parent–child relationship provided me a nurturing environment where I, as a daughter, felt valued and empowered to explore my passions.
When I was about eight years old, I experimented with various ideas. I came up with a device (which was based on thermography) that could analyze images of snake bites to determine if they were venomous. I also developed a wearable device designed to help prevent pollen and dust allergies. The real turning point was when I was nine years old and I learned about the water crisis in Flint, Michigan (which started in 2014). It seemed unfair that some homes could not even obtain clean drinking water. That injustice motivated me to begin working on an early version of Tethys. When I was eleven, I won the Discovery Education 3M Young Scientist Challenge Award by developing a lead-contamination detection tool. The recognition [I received for] my work motivated me to keep using science to make a difference.
In your experience, which is harder: coming up with an idea or believing in it enough to pursue it? How do you decide whether an idea is worth pursuing further?
Ideas come easily to me but building something impactful to society is difficult. Turning an idea into a tool people can actually use requires testing and learning from failure. Failure is something I have experienced far more than success. When I was 15, during the COVID pandemic, I built Kindly with the goal of creating a tool designed by a teenager for teenagers. Kindly is an open-source application programming interface that uses machine learning to detect cyberbullying in [social media] messages and encourages users to revise harmful language. It has also been adopted by UNICEF as a digital public good and is currently available as a Google Chrome extension. I plan to integrate it into social media platforms.
As a young innovator, what unique strength or perspective do you believe your generation brings to society?
I believe my generation’s unique strength is how we face big challenges, like climate change, overpopulation, and the effects of rapid evolution in technology. We are growing up at a time when technology allows us to clearly see problems that were not clearly understood in the past. For example, [we now have] technology involving climate that helps us visualize climate change in real time and gives us a broader and more informed perspective.
Young people are resilient and adaptable. Having grown up in an evolving technological world, we are comfortable with experimenting, failing and improving. When something doesn’t work, like a circuit prototype or a line of code, we iterate instead of capitulating. Such a mindset helps us not only imagine solutions but also continually refine them. Our generation is not just developing new technology tools but is also thinking about their impact on our society. Furthermore, we combine our technical knowledge with ethical responsibility so that we make choices that are just and beneficial to society.
What are you currently working on and what are your goals or future plans? Which emerging scientific field excites you the most?
I am graduating next year, so right now I am focused on completing my coursework and finishing my degree in biological engineering. Alongside my studies, I am actively involved in research. In January, I returned from Oxford, where I worked on protein optimization techniques by using machine learning. This project was an intersection of biotechnology with artificial intelligence.
In future, I hope to start my own company, but I am still exploring which area I am most interested in. I am excited about genetic engineering, including gene editing—a type of gene therapy that uses precise tools to modify a specific part of a person’s DNA to treat or prevent disease. I am also drawn to educational innovation, for example, to how a virtual classroom can help close the educational gap and make learning more accessible for everyone.
What would you like to say to young girls who say they don’t belong in STEM?
Problem-solving and innovation don’t only come from the technical and scientific aspects of STEM. Everyone has unique talents and skills: What is important is discovering and developing your own strengths. You don’t need to know everything or be the next Albert Einstein. Being confident in your interests, with a commitment to excellence, is what truly counts. To young girls who feel they don’t belong: Just focus on what you can control. Don’t worry if you don’t see others like you. I have been the only girl in my computer science class, and it was intimidating at first, but over time, I learned that many others have faced similar challenges. If you have ideas, don’t be afraid to ask for help from teachers and parents, or even by reaching out to people in the field. Sometimes, just one or two positive responses can make a big difference. It is easy to get discouraged but remember that building something new and unique can change lives. Stay focused on the bigger picture and know that your perspective is needed in STEM.
What kind of future STEM culture do you imagine an organization should have to help young girls succeed in STEM?
Organizations like the Association for Women in Science can create a space where young girls and women feel comfortable sharing their innovative ideas without fear of rejection. Such a space can be formed through an informal support system (online community, a school club) that helps girls to stay engaged and motivated. For many women in STEM, including myself, the challenge is not confidence or ability but being heard in rooms that have historically been male dominated. A future STEM culture should value diverse voices, as well as foster mentorship and collaboration. When women see that their ideas are taken seriously, they are more likely to remain in STEM, step into leadership roles, and build more inclusive communities for the next generation of girls.
Shruti Shrestha, PhD, is an Assistant Teaching Professor of Physics at Penn State Brandywine. As a particle physicist, she has worked on the High Voltage Monolithic Active Pixel sensor for the Mu3e Experiment. She also conducts free workshops in the Philadelphia area to motivate and empower girls to pursue STEM degrees.
This article was originally published in AWIS Magazine. Join AWIS to access the full issue of AWIS Magazine and more member benefits.