Breaking Barriers in STEM Education

For several decades, it has been well documented that there is a lack of diversity within the STEM sector. This is an industry that is facing a huge skills gap, not only in the UK, but globally. The price of inequality is being felt in these industries but what are we all doing to address this?


One of the most impactful pieces of work that I have experienced in my career is the report “Not for People Like Me” by Professor Averil Macdonald which addressed diversity issues in Science, Technology, and Engineering (STEM). This report and linked resources inspired me deeply. Professor Macdonald’s insights on unconscious bias and strategies for equitable STEM education continue to guide and influence my work both in the classroom and through STEMunity (a community of young people, educators, and industry who believe the next generation of young people are the key to future prosperity).


The phrase “Not for people like me” encapsulates the inequality that is experienced by women and other underrepresented groups. No young person should feel this level of discrimination or social injustice.


So, here’s a few things that I believe contribute towards working for a more equitable education system for all:


Add to STEM Capital - we should all be building opportunities to enhance this!


Over the past 10 years, the ASPIRES group out of UCL have produced some brilliant work around the concept of STEM capital. This concept that we can build opportunities into our school curriculum offers, both in the curriculum and extra curricula, allows students to develop understanding, experience and relatability of STEM skills and opportunities. Those students with higher ‘STEM Capital’ are known to be more likely to pursue careers in STEM fields if that is their area of interest.


This could look like a high-quality school curriculum that links examples of context and real-life problem solving. The RAEng (The Royal Academy of Engineering) have some incredible resources to support this approach as a legacy from their CST programme. It could also include opportunities to visit innovative and inspiring workplaces, to participate in engaging extra curriculum activities and to interact with positive career linked role models.


Creating opportunities from the grass roots - This is our STEMunity


Inspired by these experiences, I co-founded STEMunity with my colleague Jorden Birch. STEMunity aims to inspire underrepresented young people to pursue STEM careers by offering context-based learning and interactions with role models, bridging the STEM capital gap. We designed a variety of opportunities, including the 5PARK box, our Online Escape Rooms, STEM Academy Video series and our Mixed Reality Experience.


Address digital poverty - I’m proud that my school lead on this, I realise that we are incredibly lucky to have this programme.


The challenge lies in creating an educational ecosystem that allows ALL young people to flourish and explore diverse opportunities. As an educator in an inner-city school, I’ve seen the challenges first-hand, the impact of increasing childhood poverty. One transformative programme I have been lucky to witness is the digital strategy at my school, where students are provided with one-to-one devices in efforts to address digital poverty. This extends beyond the classroom with opportunities for families to engage with the learning opportunities.


In the era of the fourth industrial revolution, rapid technological advancements outpace our education systems. We must adapt to prepare students for uncertain future careers. Innovation is key, as we navigate this ever-changing landscape, we must continue to innovate in education to empower our students for the challenges and opportunities of tomorrow.


When a more equitable society is achieved, I truly believe that the scientific and technological advancements will thrive, the areas that I believe must be addressed are:

  1. A more diverse and equitable curriculum which allows all to flourish.
  2. Industry and workplaces to truly reflect and act upon the mechanisms by which they can be more inclusive and diverse productive environments where no one would ever think the phrase “not for people like me”.
  3. Affordable and high-quality childcare for all to allow working parents to thrive.


Biography


Laura, an educator with 15 years of experience in Portsmouth. Alongside Jorden Birch, she co-founded the STEM education charity STEMunity, in August 2021. Through their education projects, STEMunity, has reached over 30,000 young people, striving to remove barriers in STEM education. Laura leads the STEM program at Portsmouth Academy and organizes community events. Her two young daughters, Millicent and Edith, inspire her dedication to positive change in education. Her story exemplifies the transformative power of education and its potential for the next generation.


This article first appeared in Engage 27.

BY LAURA WATFORD • February 26, 2024

An Education Revolution

By Ann Beatty • April 6, 2025
This week while out and about in Hertfordshire and we visited the British Schools Museum. We discovered the first school opened by Joseph Lancaster, was known as the ‘Poor Childs Friend”, was in 1810. It was his lifelong mission that all children regardless of their circumstances, should benefit from an education. Apparently, Joseph heard a small girl say, “Oh that I could read!” and this inspired him to create a simple education system that eventually would benefit children across the world. Joseph was the tenth son of a poor man himself from South London. His aim was to offer free education for everyone. However, it would be 93 years before the U.K. government finally made education free for all. There are still many countries today where education is still not free to access and it is certainly not compulsory for primary and secondary age pupils. Joseph’s mission really resonates with that of the Foundation, to support access to education for all. We enjoyed our visit and appreciated the tour given by two of the Museum’s volunteers, Angela and Clare. They described some of the challenges faced in the early years of formal education and shared some of the rules that teachers and students had to abide by with us. 

Sparks Bristol

By Ann Beatty • April 4, 2025
Sparks Bristol is a collaborative community project initially envisioned by The Global Goals Centre, (GGC) more of which below. A few years ago, GGC took over an empty Marks and Spencer store and that’s how Sparks was born. Sparks is a department store with a difference, co-created by Global Goals Centre and Artspace Lifespace. On the ground floor is a huge range of shops, installations, events and more. Upstairs is a hub for local artists, it offers affordable studios as well as rehearsal and performance space. The Global Goals Centre is a Bristol-based educational charity inspired by the Sustainable Development Goals. (SDGs). GGC believe the SDG’s or Global Goals as they are sometimes known, can be reached, with imaginative solutions and widespread education and engagement. They work with partners to promote creative solutions and deliver ground breaking projects that work towards these ambitious goals. The Steve Sinnott Foundation supported the Global Goals Centre with seed funding when it first started over 5 years ago. This month we went to visit them to see how they are getting on and we were taken aback by the volume of work they have achieved since they started. It is amazing to see how though working together with other local community groups it has grown into the vibrant centre it is today. All of the creative projects they host are linked to the SDGs. They cover topics that tackle poverty, education, climate change, fashion recycling and upcycling, to name a few.

Spring is Here! Looking Ahead!

By Ann Beatty • March 28, 2025
Spring is definitely here, daffodils, blossom and crocuses are all basking in the bright sunshine. There is still a chill in the air in the shade but it's happening and all the seeds that were sown over the last few months are coming to fruition. At the Foundation, we have been planning the year ahead and our Positive Periods and Prevention of Gender Based Violence programmes got underway this weekend in Haiti and Ghana. These projects will have a long-lasting effect on the lives of the women and girls who take part: tackling the root causes of gender-based violence and enabling girls to attend school every day when they have their period, to feel safe at school and know how to take action when they are faced with violence. These are the first of many projects planned for the year ahead as we continue to work towards Education for All children everywhere.