Equity and equality in STEM support

This element celebrates the work settings are undertaking to address the issues of equity and equality in STEM. The links on this page will direct you to a range of resources and professional learning opportunities that will help to support developments related to this element.

What does this look like in ELC settings and schools?
  • We are taking steps to improve gender balance, equality of opportunity, equity, diversity and inclusion through STEM.
  • Sustained action challenges gender stereotypes and addresses practitioners’ own unconscious bias.
  • All learners across our setting are given opportunities for personal achievement in STEM.
  • Preconceptions about career and learning pathways are being challenged. We actively seek opportunities to celebrate diversity in the STEM workforce with learners, parents and families.
  • Our tracking and monitoring process helps us plan interventions to ensure progress and effective skills development, particularly for learners who face additional barriers.
  • STEM learning has a positive impact on attainment and achievement in literacy, numeracy, health and wellbeing and across STEM curricular areas.

What does this look like in CLD?

  • We are taking steps to improve gender balance, equality of opportunity, equity, diversity and inclusion through STEM.
  • Sustained action challenges gender stereotypes and addresses practitioners’ own unconscious bias. Our actions and plans are informed by ongoing professional learning relating to equity and equality.
  • All learners across our provider are given opportunities for personal achievement in STEM.
  • Preconceptions about career and learning pathways are being challenged. We actively seek opportunities to celebrate diversity in the STEM workforce.
  • Our achievement tracking processes help us to plan interventions to ensure progress and effective skills development, particularly for learners who face additional barriers.
  • STEM learning has a positive impact on attainment and achievement in literacy, numeracy, health and wellbeing and across STEM curricular areas.
As validators, we need to understand what is unique about your setting – tell us about your learners and your community. You may wish to consider poverty, ESOL, rurality, race, ASN, religion or beliefs and the impact of intersectionality in relation to these characteristics.
Although gender imbalance in STEM is a key national issue, this may not be your main equity and equality issue. Are there any groups of learners struggling to access STEM learning? How are you ‘broadening what counts’?
To make a difference, all staff need to understand how equity and equality issues affect learners. Tell us about the reading, research and collaborative enquiry staff have engaged with.
We understand that some changes can’t be made overnight. Once you’ve identified your key equity and equality issues, tell us about how you plan to address them over time.

Interesting practice examples

Dunnikier Primary School
Kellohome Primary School

Resources

Policies, data and planning

Improving gender balance and equalities

Supporting learners with additional support needs

Promoting diversity in STEM and anti-racist education