Commentary: Students are leading Oregon's robotics revival

FIRST LEGO League taught me how to code and build, but it also helped me gain confidence, speak up in front of adults, and solve real problems. I learned how to lead a team, present ideas clearly, and support my peers. I also realized not every student gets these kinds of opportunities.

This is a problem.

After COVID, many local programs disappeared. Tournaments moved to Portland, hours away. Coaches stepped down. Teams lost momentum. But student interest never went away. With the help of organizations like ORTOP, Oregon's official FIRST Robotics partner, the Columbia Gorge STEM Hub, and our mentors, we brought it all back and built something stronger.

This year, we organized two local tournaments, including one for Unified Robotics, where students with and without disabilities collaborate on teams. One student at our summer camp barely spoke when he arrived. But after a few hours with a robot, he lit up. He started programming, joined the fall team, and ended up winning our tournament.

We also expanded access for migrant education students, many of whom move often and haven’t always had the chance to join after-school programs. With support from community partners, we helped start teams in underfunded schools. One of our top teams this year is made up entirely of migrant students, and they’re incredible.

This kind of growth happens when students feel supported. I’ve seen robotics transform shy students into public speakers, and hesitant kids into fearless problem-solvers. I’ve watched younger students mentor their peers, and entire families show up to support weekend tournaments. These programs build belonging and confidence. All students need these skills, whether or not they pursue STEM careers.

But making that possible takes more than enthusiasm. Running a robotics team requires supplies, travel support, and consistent adult involvement, usually at least two coaches. These programs also rely on volunteers, mentors, and groups like ORTOP and the STEM Hub for funding, equipment, and training. Without that support, it’s hard for teams to survive — especially in rural areas.

Teachers often coach after school on top of full-time workloads, without stipends. Some families can’t afford to travel for competitions. And while Oregon is investing more in career-connected learning, many rural students still don’t have consistent access to hands-on programs that spark interest in the first place.

Across the country, rural and low-income students are less likely to have access to advanced math and science courses that lead to STEM careers, according to a USA Today report. That gap often starts with limited exposure to programs like robotics in elementary and middle school.

If we want to build a strong STEM pipeline, we have to start younger, and we have to start everywhere. That means investing in after-school programs, supporting educators, and reducing barriers for students. It also means giving students a seat at the table. We know what excites our peers. We can help lead.

I’m heading to Caltech this fall to study biomedical engineering. Robotics taught me how to build, but also how to lead, include others, and fight for what matters. Students are at the heart of shaping these programs and inspiring their peers. We’re already building the future. We just need the tools and support to keep going.

•••

Kylin Elliott is a high school student from Hood River. She has been involved with robotics since fourth grade and helped lead the revival of local programs after COVID. She was accepted to Caltech and plans to study biomedical engineering.