How School Business Leaders Can Drive Diversity in STEM Education

Students from underrepresented groups are increasingly unlikely to pursue STEM careers post-16; here’s what SBLs can do to bridge the educational gap and promote equity in STEM opportunities

CREDIT: This is an edited version of an article that originally appeared on EPI

A new report has highlighted the pressing need for targeted efforts to increase post-16 participation in STEM (Science, Technology, Engineering, and Mathematics) subjects, particularly for underrepresented groups.

According to the report, disadvantaged pupils are 44% less likely to progress to level 3 STEM qualifications after leaving secondary school compared to their peers. Pupils from ethnic backgrounds such as Black Caribbean, White and Black Caribbean, Gypsy/Roma and Travellers of Irish heritage are also amongst the least likely to pursue level 3 STEM qualifications. This data underscores the need for both systemic changes and proactive strategies to ensure equitable access to STEM education for all students.

Statistics Around STEM Progression

The report reveals that the odds of progressing to level 3 STEM qualifications are 42% lower for girls compared to boys. This gender disparity further highlights the need for targeted initiatives to encourage more girls to pursue STEM subjects. Prior academic achievement also plays a crucial role in shaping students’ perceptions of their abilities, with students more likely to express interest in subjects where they feel they are successful.

Encouraging and Promoting STEM Careers

In education settings, there is an opportunity to bridge the gap between classroom learning and the world of work. School management teams and career hubs should collaborate to provide students with meaningful employer experiences that showcase what STEM careers look like in practice. These experiences should include representation from currently underrepresented groups in STEM, to give students relatable role models and to break down stereotypes.

SBMs can work with local businesses and STEM-related industries to create opportunities for students to engage with professionals. By facilitating work placements, internships and career talks, SBMs can help students see the real-world applications of STEM subjects and the diverse career opportunities available.

Ensuring the Right Expertise

The report also urges the government to take action to address these disparities, particularly by ensuring a sufficient supply of specialist teachers in secondary schools. The shortage of qualified STEM teachers is a major obstacle to students’ progression in these subjects. Students often make subject choices based on the perceived quality of teaching, with some opting for courses they believe will provide better access to expert instruction.

School business managers can collaborate with school leadership teams to help retain qualified STEM teachers, ensuring schools have the staff they need to deliver high-quality STEM education. This may involve reevaluating existing staff positions, adjusting responsibilities and updating job role descriptions to ensure they align with the needs of the school and the STEM curriculum.

Encouraging STEM education is crucial for both individual students and society. By promoting equitable access to STEM subjects, we help equip the next generation with the skills needed to thrive in an increasingly technology-driven world. With STEM careers offering some of the most dynamic and well-paid opportunities, ensuring all students, regardless of background, have the chance to excel in these fields is essential for driving innovation and economic growth.