Hi, Brook! Welcome to A NOVEL MIND! Can you tell us a bit about yourself, and about what inspired you to create your new picture book, I Love Salmon and Lampreys?
I’m from the Yurok and Karuk tribes of Northern California; I grew up at the mouth of the Klamath River. I am currently a PhD student at UC Santa Cruz, working on a degree in environmental studies, and I have a civil/environmental engineering degree from Portland State and Stanford.
I initially wrote this book to explain to my younger family members who didn’t grow up with the 2002 Klamath River Fish Kill, to teach them about what and how it happened. I also strive for I Love Salmon and Lampreys to serve as a way to be a role model for those who don't usually get to see Native American women in STEM fields. I didn't grow up with many examples in my own life.
Another reason was to give more representation to modern stories of resistance and hope regarding Native Americans, since many of the books I grew up with only told tales about natives from a distant past, a colonial-times perspective. Stories that made it seem as if we’re something that has faded into legend. I Love Salmon and Lampreys illustrate that Native tribes and people are still here. And that Native Americans are actively working to have a positive role in protecting the environment and minimizing climate change.
Lastly, I want kids to appreciate the lamprey better, since most people will know a salmon, but not a lamprey. They are such cool creatures, older than dinosaurs and sharks, and they have a third eye on the top of their head that senses light, like some reptiles. They are culturally significant to my tribe, and I want to inspire people to learn more about them and engage with creatures they may have never heard of.
The art in your book (by Anastasia Khmelevska) is so beautiful - but what also especially caught my eye is the text. Can you tell us why it was important to you that the text is dyslexia-friendly? And can you explain to readers what dyslexia-friendly text is?
I grew up with severe dyslexia. From 3rd grade through high school, I was in special education for reading/writing. I had an aversion to reading not because I did not like stories but because reading was so strenuous. I want people to enjoy my story regardless of any learning disability, and using a dyslexic-friendly text seemed like a minimal change to bring that closer to reality.
The font in my book is called open-dyslexic. The cool thing about this font is it’s weighted, so it's thicker on the bottom and thinner on the top. This helps someone with dyslexia avoid the letters rotating or flipping.
Children need to know that despite having a more difficult time with certain school activities, such as reading and writing, it does not limit their dreams of being an author, an engineer, or any STEM field. Being neurodivergent may even be beneficial! Wandering off the beaten path is how you find shortcuts and buried treasure.
Can you describe for us what it was like for you, personally, to grow up with dyslexia?
I remember that during reading time in my classes, I would look at books but not read the words. I would watch how other kids were reading and just try to copy them to fit in. I would
look back and forth with my eyes and occasionally turn the page. I struggled to read the books I thought had cool covers, like Animorphs. Instead, I made up my own stories about what I thought happened in the book based on the cover.
I got in trouble frequently in school. I would get frustrated because I’d get in trouble for not doing work properly and being seen as ‘lazy’ when I was trying my best. Dyslexia is expressed differently in different people. One of the expressions is that I have difficulty sounding out words; I have to memorize the shape of the word and then match that shape to how that word is said, like learning Mandarin Chinese, with pictographic characters instead of an alphabet.
In special-ed classes in high school, they would give me a book and a tape and put me in a room where I had to look at the words while listening to the tape recorder. Other kids got to do much more fun reading and writing activities. If I'm not challenged, I get bored, which isn’t conducive to learning. Despite having such a hard time reading and writing, I felt the special ed classes weren’t engaging enough, so I asked to be put in ‘normal’ student classes with an IEP (Individualized Education Program). With extra support, despite having difficulty with my assignments, I enjoyed learning so much more.
I elected to take Advanced Placement (AP) English Language and Writing and AP English Literature. I ended up becoming my English teacher’s first student with dyslexia to pass both AP exams. Passing the AP classes gave me the confidence to know that I could understand the content at the same level as other students; I just needed extra help or a different approach to participate. It improved my confidence to do well academically in college.
Unfortunately, I see a lot of older folks in my tribe who may have had similar disabilities in school but were labeled as a ‘problem child’ or ‘lazy’ and not given the same support I was. I didn’t grow up with books that were friendly to dyslexic kids, so this is my way of giving back to children with learning disabilities such as mine. Everyone deserves to enjoy reading.
Can you tell us a bit about the intersectional challenges/gifts of being two-spirit, a tribal member, and neurodivergent?
For me, identifying as a neurodivergent, two-spirit, Indigenous woman means that I get to share a viewpoint and stories that are historically underrepresented. One of my goals in being open about my identity is to destigmatize these parts of who I am so that others with similar backgrounds can build confidence and acceptance in themselves. Just like how being an engineer changes my perspective on the world -- such as when I walk into a large building, I will notice how the columns are made and approach problems from a very analytical project manager viewpoint -- my identities also change how I perceive and am perceived in the world.
Recently, I have faced controversy, concern for my safety, and the notion that maybe a book about dam removal should remain apart from issues of identity and disability. I have been warned that fewer people will be interested in what I say about dam removal, salmon and lamprey, and going to school. However, I would gladly sell fewer copies to those who would disregard a huge accomplishment such as dam removal, only because they do not appreciate my identity in the same way I do. If even a few kids can see themselves in my book and relate to my identity in ways they may not be used to seeing, this might help them understand that despite possible shame they have faced, they can also be their authentic selves.
Several years ago, I was on a panel for an undergraduate environmental class about environmental justice in Oregon. I talked about my Native American identity and how it related to environmental justice in my community. Another panelist mentioned how they identified as LGBTQ+ in their intro and speech. After class, when most other students were gone, a student came up to the panel and let the other panelists know how much it meant to them to see another LGBTQ+ person on the panel and how they were able to feel more comfortable and seen in the discussion. I was sitting there thinking about how my identity as Indigenous Two-Spirit is a sub-identity of LGBTQ+. I was upset that I could have made that student feel seen. Environmental issues affect me not only because of my ethnicity but also my other identities and how they interact with each other.
Some may judge and not be receptive to my messages because of how I identify with historically stigmatized identities. Still, my messaging and story are because of those unique identities. It is scary and vulnerable at times, but my book and I will be waiting here for those who may be hesitant but want to give me a chance to care about tribes and protect the environment. I am proud of who I am and don’t want to dull my light to make others more comfortable.
What is in the future for you -- are you planning on any more books?
Yes! I have a few ideas, including one about ring-tailed cats. They’re animals in Northern California and Southern Oregon commonly mistaken for lemurs, so a kid's book about them would be charming and fun. I aspire to write other books for an adult audience about dam removal and Native American identity politics. Still, my next book project will be publishing my dissertation for my PhD, which I hope to have finished within 2027. After that, I have more ideas for books than time to write about, so I’ll have difficulty choosing.
And what is next in terms of your environmental work?
My environmental work takes a multifaceted approach, which includes community involvement, activism, involvement in local politics, and contributing to academic science and literature. One project I’m working on shows how spring and fall salmon differ in the Klamath River and why spring salmon should have additional protection from a cultural and scientific standpoint.
I will continue supporting other Indigenous nations’ water projects across Turtle Island (North America). I plan to keep working with the United Nations to encourage a more in-depth look at how hydropower impacts Indigenous peoples worldwide. Hydropower is currently seen as a renewable resource, so more and more are being built, but its impact on natural systems and the people who rely on it is barely a footnote. As a civil engineer, I’d like to develop more creative solutions for sustainably building water projects. Another near-future goal is that when I graduate, I desire to be a good candidate for a governor-appointed position on the California Water Research Control Board. On the water board, I could contribute to ensuring more equitable distribution and improved water quality for all Californian citizens.
What are your hopes for today’s dyslexic/neurodivergent kids growing up?
My hope for dyslexic and neurodivergent kids is that they can see their learning disability as not just a struggle or an obstacle. Understanding that despite the difficulties with neurodiversity, seeing the world differently can be a strength! Especially when it comes to STEM fields and research where the whole name of the game is niche interest. That is one of the reasons I work so well as a civil engineer. Even though I flip around and reverse letters sometimes, I can very quickly visualize 3D objects and think of solutions to problems that neurotypical people may have difficulty seeing.
Given the right tools and support, these disabilities can be assets when applied creatively and with an open mind -- as long as students are given the right tools and support.
I hope other neurodivergent students see people like me and resolve not to give up.
Brook M. Thompson is a part of the Yurok and Karuk Tribes. She is a neurodivergent and Two-Spirit author with dyslexia. She has a BS in civil engineering from Portland State University and an MS in environmental engineering from Stanford University, and she will soon have a PhD in environmental studies from University of California, Santa Cruz, where she studies water, politics, restoration, and salmon.
Find out more about her at brookmthompson.com.
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