One reason for the rift between scientists and non-scientists is that SciComm is not typically a formal part of scientific training at any level. For example, only three out of the top ten U.S. neuroscience PhD programs have elective courses or seminars in SciComm. None have required courses (Fig. 1b). Further, science training typically involves learning how to communicate within disciplines. This creates a cycle of communication style that is passed on from student to future mentor, which stifles cross-disciplinary collaboration and limits potential scientific impact. Importantly, cross-disciplinary research around neuroscience, in particular, has rapidly increased in recent years [1], which provides an opportunity for the American College of Neuropsychopharmacology and other neuroscientific organizations to lead the scientific community in cross-disciplinary research and communication. A recent National Academy of Sciences workshop highlighted the need to encourage team science and to transform neuroscience training to address challenges related to diversity, equity, and well-being [2].

A lack of formal SciComm training also limits the ability for science-based information to reach the public and affect decision-making at many levels, including policymaking. There are opportunities for SciComm, policy, and advocacy training through, for example, the Society for Neuroscience, the American Association for the Advancement of Science, and the National Science Policy Network. There are also several grassroot efforts for community engagement, such as local school-based programs or Brain Awareness Week events. However, these opportunities must be sought out by students and scientists and are not typically embedded in curricula. The widespread assumption that better SciComm will lead to improve societal outcomes has some empirical support, e.g. [3]. However, more research is needed to examine the best methods for improving SciComm and to measure the impact on societal outcomes, including policy decisions [4].

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