New report sounds alarm: UK economy in jeopardy without urgent science education reform

The findings highlight a critical risk to the UK’s future economic prosperity stemming from the current state of science and technology education in schools.

The report from Institute for Research in Schools (IRIS) reveals that despite significant government investment in research and development, the UK is failing to cultivate a robust and diverse pipeline of STEM professionals needed to drive economic growth and compete with other nations in the global technology race.

The report, backed by teachers, details how current approaches to STEM education are “nudging young people out of STEM throughout their education” due to limited resources and opportunities, narrow pathways, and pervasive stereotypes.

Shockingly, only a quarter of the STEM workforce is female, according to government statistics. Without visible role models representative of gender, race and ethnicity, young people are less likely to aspire to STEM careers.

Furthermore, employers are already struggling to find workers with the necessary STEM skills, a gap that risks worsening over time as technological innovations shape the emerging economy. The lack of a thriving and diverse STEM workforce could undermine the UK’s ambition to be a science and technology leader.

Dr Jo Foster, Director, IRIS, said: “The UK’s future depends on delivering a better experience of STEM for young people in school. Without a strong STEM workforce, the billions invested in research and development will not translate into the economic and societal benefits the country urgently needs.”

Ben Antell, Director of Secondary Academies, United Learning, said: “This pilot project shows just what is possible in this area of education. Students who took part were more engaged in science and it transformed their understanding of STEM careers. As a result, our teachers felt empowered to make a difference. We support the findings in the report and its call to build the case for change so that every young person in school has access to high-quality STEM education.”

The report emphasises that the current system often fails to present STEM as exciting, relevant, and inclusive, leading many young people to not see a future for themselves in these critical fields.

The R&I Framework Pilot launched by IRIS, however, offers a beacon of hope. Nine schools tested a new approach to science teaching making a clear connection between the classroom, real-world research and future careers. These schools implemented the R&I Framework with support and guidance from IRIS.

To evaluate the impact of the framework, the participating schools were compared with a matched group of ten schools that did not take part in the project, known as comparator schools. These comparator schools did not receive the R&I Framework intervention but completed the same surveys as the intervention schools.

By helping schools reframe STEM through the lens of research and innovation (R&I), the project has demonstrated positive changes in students’ connection to science, their personal confidence in STEM, and their understanding of how they might contribute to STEM in their careers, known as Science Capital.

Crucially, the R&I approach prevented the decline of science capital in participating students, a key indicator of future engagement with STEM careers. The framework supports schools in fostering a cultural change, ensuring students understand how knowledge is created and applied to the world around them.

The report’s findings indicate that an R&I approach can dismantle negative stereotypes about who belongs in STEM and transform young people's understanding of STEM careers, particularly among girls.

By experiencing STEM as real-world processes, applications, and impact, young people develop more positive relationships with these subjects and begin to see their relevance to their lives.

Key findings of the IRIS R&I framework pilot

• Participation protects students' interest in science, which typically declines during secondary school.
• Dismantles negative stereotypes about who belongs in STEM careers, fostering a more inclusive view of these fields.
• Transforms young people's understanding of STEM careers, particularly among girls, opening their eyes to diverse opportunities.
• Empowers teachers to drive positive change across their schools by providing data-driven and real research-led approaches.

IRIS is now calling for partners and funding to expand the fresh approach across the country and bring about systemic change in STEM education. The results clearly show that by embracing a Research & Innovation approach, the UK can cultivate the diverse and skilled STEM workforce necessary for future economic prosperity and to effectively respond to global challenges.