Creating A Home For Every Young Mind In STEM

At the British Science Association (BSA), we believe that all young people, irrespective of their background, educational needs, or abilities, deserve an equal opportunity to cultivate their skills and pursue their interests in science, technology, engineering and maths (STEM). We also understand the pressures faced by educators and aim to offer practical, manageable strategies to help bridge the existing STEM gap.

The statistics on women and those from disadvantaged backgrounds in STEM are sobering, with women making up just 27% of the STEM workforce. You see it in your classrooms too, from the quiet girl who’s brilliant at problem-solving but doesn’t see herself as a future engineer, to the bright kid from a low-income family who thinks science careers are ‘not for people like me’. These inequalities don’t just appear overnight; they take root early on.

Factors like access to resources, cultural influences, and even just feeling like they belong can make or break a young person’s engagement with subjects like science and maths. For teachers, It can feel like an impossible task to level the playing field.

But the good news is that small changes can have a big impact. Drawing on insights from recent discussions with teachers and education organisations, supported by UK Research and Innovation, the BSA has identified key recommendations that can be easily and realistically implemented in classrooms.

1) The Impact of Representation: Sharing relatable role models

 A lack of visible and relatable role models can be a considerable barrier for underrepresented young people. It’s hard to aspire to ‘be’ something unless you can imagine yourself in that role. Presenting students with diverse examples of individuals succeeding in STEM fields can help them envision their own potential.

Practical Integration: Consider incorporating short stories or profiles of diverse STEM professionals into your lessons.

Resource Highlight: The ‘Unlocking skills’ activity in the British Science Week activity packs is a great place to start, as is NUSTEM’s ‘STEM person of the week‘ resource. The BSA’s annual ‘Smashing Stereotypes’ campaign also offers accessible profiles and videos that can serve as valuable classroom resources. Encouraging students to engage with real-world diverse examples of people who work in STEM can spark ideas and aspirations.

2) Foster Active Learning: Creating authentic STEM experiences where young people take the lead

Engaging students effectively in STEM involves more than passive learning. We need to create practical experiences and activities with them rather than for them. Providing opportunities for children to explore, question, and even design their own investigations can foster deeper understanding and enthusiasm, and build their confidence that science is for people ‘like them’.

Classroom Application: Where feasible, consider incorporating elements of student-led inquiry into your science activities.

Tailoring Instruction: The BSA’s CREST Awards scheme provides a framework for student-designed projects and a vast resource library offering varying levels of engagement suitable for different age groups. Even smaller-scale, inquiry-based tasks within a lesson can be impactful. Explorify and IRIS also offer great project ideas, support and resources.

3) Cultivate Inclusive Environments: Valuing every student’s voice

Creating a classroom environment where all students feel comfortable contributing, asking questions and taking intellectual risks is essential, particularly for those who may already feel less confident in STEM subjects.

Classroom Practice: Emphasise that learning involves making mistakes and encourage a culture of open inquiry. The ‘Science Capital Teaching Approach‘ is a great place to start when considering your own practice in this area.

Broadening Horizons: Explore opportunities to connect STEM concepts to students’ everyday lives and interests to enhance relevance and engagement. Many CREST resources, for example, use children’s own lives as a starting point.

4) Reduce Teacher Workload: Use readily available resources

Recognising the time constraints faced by educators, it is important to make use of free, low-preparation resources.

Valuable Tools: The British Science Week and CREST websites provide readily downloadable activity packs suitable for various age groups. CREST resources offer structured, user-friendly activities that also allow young people to make decisions and lead the project in an age-appropriate way.

Additional Support: There is a wealth of free resources to find through platforms like the STEM Learning e-library and Neon platforms.

5) Ensure Access for All: Adapting for diverse needs

The BSA and wider sector have recognised that there is a shortage of STEM materials adapted/suitable for students with special educational needs and disabilities (SEND). Developing these requires thoughtful adaptation, such as accounting for sensory experiences, breaking down tasks and emphasising practical applications.

Adaptation Strategies: Consider how existing activities can be modified to suit different learning styles and needs. The Lightyear Foundation have some excellent resources and materials

Targeted Resources: The BSA has developed an adapted Bronze CREST Award for students aged 11+ with SEND, offering accessible materials and guidance, and are developing a set of ‘Star’ level resources suitable for non-readers.

The Bigger Picture

We all know that the challenges of STEM representation are bigger than just what happens in your classroom. Issues like funding, teacher workload and systemic inequalities need to be addressed at a higher level. That’s why the BSA also advocates for more support for teachers, stronger links between schools and the wider community, and policy changes that prioritise STEM education for all.

Be encouraged! The small things you do every day – sharing an inspiring story, encouraging a student’s curiosity, creating a safe space to ask questions – are actions that ripple outwards. You are planting seeds of possibility in young minds, showing them that STEM isn’t just for a select few, but for everyone.

We might not see the immediate impact, but all of these actions are contributing to a future where more young people, regardless of their background, have the opportunity to develop their skills, pursue their passions and shape a better world through STEM.

Maria Rossini is Head of Education at the British Science Association.