As a primary science specialist, I was both heartened and challenged by the British Science Association’s Future Forum report: Creativity in STEM – Young People’s Views on Using Collective Collaboration to Build a Better Future, which was published recently. The heart of this report is a powerful call for equality, diversity and inclusion (EDI) to be prioritised in how we teach and value science.
This goes far beyond lesson planning- it’s about changing the culture of science education to ensure every young person is seen, heard, and empowered.
Young People Are Asking for More Inclusive STEM Learning
The students consulted in the report spoke candidly about feeling undervalued in STEM subjects. Many called for education that invites collaboration, and respects different ways of thinking and learning- that welcomes and reflects their identities, backgrounds and lived experiences. Students report feeling that they must choose between being ‘scientific’ or ‘creative’, ‘logical’ or ‘imaginative’, fitting in or being themselves. This binary thinking excludes those who don’t see themselves represented in the dominant image of what a scientist ‘should’ look/sound/act like.
This is particularly vital for:
Real inclusion is a necessity if we want all young people to thrive in science and contribute meaningfully to the challenges of the future.
Inclusion Drives Innovation
True innovation stems from diversity- of thought, background, and approach. Young people recognise this. 81% of those surveyed in the Future Forum report, believe creativity and inclusion are essential to addressing complex issues like climate change, inequality, and health crises.
STEM should never be about teaching children to conform- it should be about unlocking their full potential, celebrating different strengths, and encouraging every child to see themselves as capable of shaping the world.
What Can Primary Educators Do?
Primary schools are in a unique position to embed inclusive science habits early.
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Representation: Showcase diverse scientists and thinkers across topics and units- such as Dame Maggie Aderin-Pocock, Alan Turing, Jane Goodall, Dr Claire Malone and Shinya Yamanaka.
A Call for Collaboration: DSIT’s Role in Building Inclusive Futures
While change begins in the classroom, it cannot stop there. Meaningful reform in STEM education demands coordinated action- and this is where the Department for Science, Innovation and Technology (DSIT) must play a pivotal role.
As the UK’s hub for science policy, innovation strategy, and technological growth, DSIT is uniquely positioned to:
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Foster cross-sector partnerships between schools, industry, academia, and stakeholder partners- to reflect the real-world interdisciplinary nature of science.
The Future Forum report highlights the appetite young people have for working collaboratively to address the world’s biggest challenges. That same spirit must guide how we design our national education and innovation strategy. DSIT, alongside educators and youth voices, must co-create a system where science belongs to everyone.
The future of STEM relies on inclusion. Not just in terms of who gets to participate, but in how science is defined, taught, and applied. When we put EDI at the heart of science education- from primary classrooms to national policy- we don’t just create better outcomes for pupils. We create a better future for everyone.
The All Party Parliamentary Group (APPG) is made up of Members of Parliament, and Members of the House of Lords and is a focus of collaboration with business and organisations linked to STEM, to promote inclusion and progression for people from diverse backgrounds and encourage government and stakeholders to work towards a STEM workforce representative of the UK population.