In the United Kingdom, the STEM (Science, Technology, Engineering, and Mathematics) education pipeline is under growing pressure, with significant concerns about student retention and dropout rates. A recent briefing by the UK Parliamentary Office of Science and Technology (POST) outlines how, despite the increasing importance of STEM fields for economic and technological progress, systemic issues are undermining student progression in these disciplines (UK POST, 2024).
Dropout Rates in STEM Higher Education
High attrition rates in specific STEM subjects are a core concern. Computer science, for instance, reports a dropout rate of approximately 9.8%—among the highest across all university courses in the UK. Engineering and technology courses also experience substantial dropout rates, around 7.2% (UK POST, 2024). These trends highlight the growing risk of a shortage of skilled graduates in critical sectors.
The same briefing estimates that STEM workforce shortages cost the UK economy £1.5 billion annually, with 49% of engineering and technology businesses reporting recruitment difficulties. Contributing factors include structural barriers and social inequalities, which reduce participation and exacerbate dropout levels. The briefing recommends expanding vocational routes and enacting educational reforms to strengthen the STEM skills pipeline (UK POST, 2024).
Gender Disparities and Early Disengagement
The Science Education Tracker 2023, published by EngineeringUK in partnership with the Royal Society, revealed a concerning decline in interest in STEM subjects during secondary education—particularly among girls. Only 12% of girls surveyed believed being an engineer suited their identity, and just 16% saw engineering as a potential career path. Alarmingly, 36% said science was “not for them,” revealing entrenched gender perceptions that hinder participation (EngineeringUK, 2023).
Practical experience is also lacking: just 26% of GCSE students reported doing hands-on science work at least once a fortnight. This lack of engagement further contributes to the disconnection from STEM subjects in later education stages (EngineeringUK, 2023).
Financial Pressures and Mental Health
Wider challenges in higher education are also fuelling STEM attrition. According to a BBC News report, student dropout across England, Wales, and Northern Ireland rose by 28% from 2018–19 to 2022–23. The total number of leavers rose from 32,491 to 41,630 over five years. Mental health issues and financial hardship were frequently cited. In 2023, 8% of students reported financial pressure as the main reason for leaving, compared to just 3.5% in 2022 (BBC News, 2023). These stressors are particularly severe in demanding disciplines such as STEM.
Inequity and Exclusion in STEM
Research from UCL’s ASPIRES project highlights that students from underrepresented backgrounds- including working-class and racially minoritised groups- are at significantly higher risk of leaving STEM degrees. These students drop out at roughly twice the rate of their more advantaged peers. For example, 37% of computing students expressed doubts about completing their degrees, compared to 18% in mathematics and chemistry (UCL, 2023).
The study also revealed gender-based barriers. Around 50% of female students in physics and 30% in engineering reported experiencing peer sexism- suggesting the need for more inclusive and supportive learning environments (UCL, 2023).
The Promise and Pitfalls of T Levels
T Levels, launched in England in 2020 to provide a technical alternative to A Levels, face retention challenges. The Education Policy Institute’s 2024 report, A Quantitative Analysis of T Level Access and Progression, found high dropout rates, especially among disadvantaged and female students. More than one-third of students who left T Levels exited education and training entirely, becoming NEET (Not in Education, Employment, or Training). Only a third transitioned to another Level 3 qualification (EPI, 2024).
The T Level Transition Programme (TLTP), designed to prepare students for T Levels, has also struggled. Progression rates dropped from 15% in 2020/21 to 8% in 2021/22. Furthermore, over 25% of those who did progress to a T Level dropped out within the first year (EPI, 2024).
Nevertheless, there are signs of promise. Students on the Digital pathway T Level have similar completion rates to peers in other Level 3 courses and are less likely to become NEET, suggesting that with targeted reforms, T Levels can succeed in certain subject areas (EPI, 2024).
Implementation Failures and Student Discontent
Additional obstacles to T Level success include poor implementation. A BBC News investigation reported that nearly one in three students on health and science T Levels dropped out within the first year. T Level students were found to be 20% less likely to complete their courses than those in alternative vocational programmes. Contributing factors included a significant exam board failure in 2022, where students were tested on material unrelated to their studies- prompting confusion and dissatisfaction. The exam board responsible was fined £300,000 (BBC News, 2023).
Many students described feeling like “guinea pigs,” highlighting disorganisation and a lack of structure. These challenges underline the need for robust oversight, better support systems, and clear progression routes to improve T Level success and retention
Conclusion
The challenges facing STEM education in the UK are complex and interconnected. High dropout rates reflect broader systemic issues- including inequality, underrepresentation, financial stress, and inconsistent support. Addressing these requires targeted reform: more inclusive pedagogy, increased funding, practical engagement opportunities, and robust
support for students- especially those in vulnerable groups. If the UK is to maintain and grow a skilled STEM workforce, these barriers must be urgently and strategically addressed.
References
· BBC News. (2023). University dropout rates hit record high. Retrieved from bbc.co.uk
· Education Policy Institute. (2024). A Quantitative Analysis of T Level Access and Progression. Retrieved from epi.org.uk
· EngineeringUK & The Royal Society. (2023). Science Education Tracker. Retrieved from engineeringuk.com
· Parliamentary Office of Science and Technology (UK POST). (2024). POSTnote: STEM Skills in the UK Workforce. Retrieved from ukparliament.post
· UCL ASPIRES Project. (2023). Understanding STEM Participation and Retention. Retrieved from ucl.ac.uk