More resources are needed to strengthen the recruitment and retention of specialist teachers of Stem (science, technology, engineering and maths) in schools in disadvantaged areas in order to reduce educational “inequity”, MPs have said.

MPs of the All-Party Parliamentary Group (APPG) on Diversity and Inclusion in Stem also want the government to introduce a minister responsible for addressing inequity in England’s education system and widening access to university and college.

In a new report, they say the lack of a joined-up government approach, a lack of access to good careers education and schools’ role in GCSE option selection have led to inequity, especially in the most disadvantaged areas.

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For example, GCSE computer science is not offered in nearly two in five schools, the report says, which can “significantly limit” choices of students.

Promoting diversity in Stem

The report, which is based on written evidence from 20 organisations and oral evidence from education figures, calls for a review of changes to GCSEs in Stem subjects that considers equity issues, and says education should be “more relevant” to the lives of all young people.

The Black Lives Matter movement has called for the curriculum in schools, colleges and universities to be diversified.

Labour MP Chi Onwurah, chairman of the APPG, said: “The recent global protests on inequality have only further served to highlight that we must continually review the systems we have in place to ensure they are fit for purpose. Nowhere is this clearer than in Stem education.

“Our report shows that whatever the socioeconomic background, from the age of 3 onwards, children are currently suffering from the levels of inequity in Stem education.

“Addressing the current inequity in Stem education now will pay dividends, as the next generation go on to plug the current Stem skills gap, ensuring the UK continues to be a world leader in scientific and technological innovation.”

A Department for Education spokesperson said: “Our ambition is to make sure that everyone, regardless of their background, is able to fulfil their potential and gain the knowledge and skills they need to build a successful career.

“But we recognise there is more we can do to improve diversity in Stem, which is why we have taken a number of steps to boost inclusivity, such as establishing the Stem ambassadors programme, creating a network of maths hubs, and funding the simulating physics network to attract and hone top talent and improve gender participation in schools.”