Today is International Day of Women and Girls in Science, a global moment to celebrate achievements, spotlight role models, and keep pushing for full and equal participation in STEM.
UNESCO’s 2026 theme is “From vision to impact: redefining STEM by closing the gender gap”, a great reminder that inspiration is powerful, but it’s the systems around young people (access, opportunity, belonging, funding, mentoring) that turn inspiration into STEM futures.
A space story that starts on Earth
At our Family Space Day (Dec 2025), we heard from ESA reserve astronaut Meganne Christian, who shared her journey, what it was that shaped her ambition, and her advice for young people dreaming of STEM and space careers.
That kind of story lands because it’s human: the hobbies, the “small moments”, the decision points, the realisation that people like me can do this. It’s a reminder that representation matters (seeing yourself in STEM), inspiration matters (wanting to try), and access matters (being able to keep going once you’ve started).
From “I want to” to “I can”: Shivangi’s journey
If you want a brilliant example of vision becoming impact, meet Shivangi Mukherjee, a member of the STEM Learning Youth Advisory Group.
Shivangi moved from India to the UK at 16, completed GCSEs, then A levels in Biology, Psychology and Chemistry, while actively finding ways to experience science beyond the classroom. She trained at Bart’s Cancer Institute through the STARS programme, completed a STEMPOINT research placement at Birkbeck in Neuroscience (including work exploring how altered gravity can influence visuo-auditory processing), earned a CREST Award, and presented her work at Glaziers Hall to the Worshipful Company of Scientific Instrument Makers.
Her interests also stretch into global health innovation including an app concept to support healthy ageing and reduce dementia risk and social isolation, alongside competitions and accolades (from subject Olympiads to research and poster challenges). Although not currently enrolled at university due to financial circumstances, Shivangi remains determined to pursue Biomedical Sciences and a career in cancer research...And that’s what “closing the gender gap” looks like in practice, not just cheering talent on, but removing the barriers that make STEM pathways feel like they’re only for the well-resourced, brilliance is everywhere, opportunity isn’t.
What this means for classrooms and clubs
If you’re supporting young people into STEM, today is a great day to do one small thing that nudges “vision” toward “impact”:
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Make role models routine: a 2-3 minute “scientist of the week” doesn’t need to be a big assembly to be powerful.
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Widen what “counts” as STEM: spotlight technicians, lab scientists, data analysts, medics, engineers, climate scientists, game developers, not just the usual headline names.
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Talk openly about pathways: apprenticeships, college routes, university, workplace training, volunteering, competitions, placements.
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Name the barriers (and the workarounds): funding, caring responsibilities, confidence, stereotypes, access to networks, then signpost practical support.
Quick, ready-to-use inspiration and resources
Here are a few places to pull high-quality stories and classroom hooks from:
A simple takeaway for today
If you do one thing this week: show a story, then open a door. Share Meganne’s journey. Share Shivangi’s determination. Share a STEMAZING clip. Pair it with one practical next step a young person can take - a club to join, a competition to enter, a question to ask, a mentor to message, a resource to explore.