Improving diversity and inclusion in STEM

All STEM teachers becoming specialists by 2030, mandatory CPD and increased opportunities to study triple science at GCSE are some of the recommendations made to government to increase diversity and inclusion in STEM subjects, research organisations and industry. 

The House of Commons Science and Technology Committee published their evidence and recommendations on how to improve diversity and inclusion in STEM. The report, which includes evidence from STEM Learning’s Science Education in England analysis, outlines the lack of diversity in STEM, showing that women, people from certain ethnic backgrounds, people with disabilities, those from disadvantaged socio-economic backgrounds and those who declared themselves as being LGBTQ+ were under-represented in areas of STEM education, research and employment settings. 

Engagement with diverse role models allows children to see themselves as scientists or engineers, and starting with primary pupils is particularly important so children can see themselves in these role models. The report cites the work of the STEM Ambassadors programme, which has a high proportion of female, young or minority ethnic STEM role models already supporting schools and communities across the UK.