A middle distance runner at Boston College, Sullivan is spreading awareness—and going viral—on social media about running and competing with hearing loss.
starts with Marne Sullivan explaining what track practice looks like for a deaf athlete. In quick cuts back and forth, the Boston College runner shares what goes on in her mind while she lips reads her coach as they explain a workout.“Let’s hope my teammates know what they’re doing, just going to follow them.”After Sullivan shared the clip, comments flooded in with support fromA year ago, the college junior wouldn’t dream of posting this video.
Sullivan’s early years were filled with speech therapy appointments to prepare her for the classroom and beyond. She wasn’t able to speak in complete sentences until she was 6 years old, but working with hearing specialists played a key role in Sullivan honing her skills and learning how to advocate for herself. With practice, she learned how to explain her cochlear implant to classmates and be proactive about asking questions if she didn’t hear a concept or needed clarification.
Shortly after she joined the team at Boston College, a foot injury sidelined her in October 2019. In the spring of 2020, COVID shutdowns made things even more difficult for Sullivan, who could no longer rely on lip reading due to mask mandates. Virtual classes were also challenging with a lack of captions on video lessons, which contributed to the hearing fatigue Sullivan experiences on a daily basis.
Marne Sullivan wins her 800-meter heat at Boston University’s David Hemery Valentine Invitational on February 10.Her social media posts have also helped Sullivan build community with deaf athletes around the world. After she posted thethat showed her navigating a track workout when the battery in her cochlear implant died, Sullivan received a number of encouraging messages. Some followers even shared tips on how to use a rechargeable battery, so she wouldn’t encounter the same issue again.
On the flip side, Sullivan has experienced a few uncomfortable interactions in which classmates made her feel isolated from conversations. For example, if a big group is talking quickly and sharing inside jokes, Sullivan has to lip read to understand what they’re talking about. If she doesn’t catch key parts of the conversation, she’ll pull someone aside to ask what’s being discussed. Most of the time, they’ll clue her in, but on a few occasions they’ve dismissed her.
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