A shortage of specialist science, technology, engineering and mathematics (Stem) teachers is denying underrepresented students potentially rewarding career opportunities, according to a report.
It calls for the curriculum and assessment review to consider how access to non-A-level post-16 Stem qualifications can be improved, including how to fill gaps in local provision, as part of a series of recommendations for government, schools and employers.
The report, Progression at age 16 of young people from underrepresented backgrounds towards careers in Stem, was produced by the Education Policy Institute (EPI) and the Centre for Education and Youth (CfEY).
Promoting Stem to more students
It advises school leaders to consider how they can implement programmes that are more focused on widening representation - whether relating to ethnic background, gender or poverty - as schools “rarely target underrepresented pupil groups” when promoting post-16 Stem opportunities.
The report also shows that low prior attainment is a particular barrier preventing more disadvantaged students progressing to level 3 Stem.
“We know that by the end of secondary school, disadvantaged pupils are 19 months of learning behind their peers in English and maths,” it states.
The government should also develop a renewed strategy for closing the disadvantage gap which acts as a barrier to accessing level 3 Stem subjects: “This should include the adequacy of disadvantage funding across all phases and the introduction of a student premium for those studying in post-16”.
Careers leaders should continue to work with careers advisers and hubs, the EPI and CfEY report advises, to offer “real-world” examples of what it is like to work in Stem jobs, particularly focusing on representation from underrepresented groups.
Students report often not having a good understanding of the wide range of Stem career opportunities, so improving awareness of the courses and routes that are available will likely increase participation.
Pay key to supply of specialist teachers
The report suggests that students’ preferences for further study in a field are influenced by their teachers, so it calls on the government to ensure the sufficient supply of specialist secondary teachers by increasing retention through differentiated pay.
In 2023-24, the government only met 17 per cent of its recruitment target for physics teachers, 36 per cent for computing and 63 per cent for maths teachers.
Commenting on the report, Teach First chief executive Russell Hobby said that studying Stem is “a great pathway to fantastic careers, yet this evidence shows us too many of the UK’s underrepresented pupils are being locked out of these future opportunities”.
“Brilliant Stem teachers are key to cracking this by igniting passion and inspiring the next generation. Yet, at present, we’re facing a critical shortage of Stem teachers, especially in deprived areas - which is why we need pay premiums for Stem teachers working there.”
Mr Hobby added: “With a growing Stem skills shortage, supporting underrepresented pupils is not just an issue of fairness - it’s an economic imperative.”
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