A new study reveals stark gaps in teens' enjoyment of math and science. This is a regional gap that we must bridge if we are to become a scientific superpower.
A new study reveals stark gaps in teens' enjoyment of math and science. This is a regional gap that we must bridge if we are to become a scientific superpower.
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david thomas
Axiom Maths CEO
March 17, 2024, 17:00
Today marks the end of British Science Week, a 10-day celebration of science, technology, engineering and maths (STEM) across the UK. But despite this being a national event, new research has found that there is a distinct “enjoyment gap” between London and the rest of the UK when it comes to learning maths and science at school.
A YouGov survey of more than 1,000 young people aged 11 to 16, commissioned by Teach First, found that 83% of young people in London enjoy learning science, compared to just 68% of young people outside of London. In the case of mathematics, the gap is even greater. 79.5% of 11-16 year olds in London enjoy maths, compared to just 57% of children in the rest of the UK.
This is because disadvantages vary from country to country.
I taught in central London. Well-known STEM employers were lining up to meet our students. Children knew that if they were good at math and science, opportunities would open up for them, and I think there are many examples of this sparking a deep interest.
Unfortunately, roles in emerging STEM industries are “disproportionately concentrated in London and the South East”. The UK is attracting investment in AI from the world's leading companies, but these jobs tend to be located in London. It's just harder to feel excited about a job you can't see and understand.
The varying nature of disadvantage also affects educational outcomes. London performs better than the rest of the country on tests including STEM. This has been variously attributed to school improvement interventions such as the London Challenge and the impact of immigration. Either way, there is a correlation between achievement and enjoyment. Students are more likely to enjoy the things they are good at.
It's harder to get excited about an invisible job
We cannot continue to accept this situation. It fails our children and it fails our country. A shortage of 173,000 STEM workers is costing our economy £1.5 billion a year. So how can we get all young people to enjoy STEM?
First, we need more young people to realize the STEM careers on offer. Our career education must provide this knowledge to students in all communities, even those without prominent STEM employers. For example, children in rural and coastal communities can benefit from blended work experience placements delivered online. And in the age of remote work, geographic location should not be a barrier to success in a STEM career.
Second, every child should learn STEM from a qualified teacher. Last year, only 17% of the physics teachers, 36% of the computer teachers and 63% of the maths teachers we needed were employed. Without proper guidance from inspiring teachers, we risk failing our younger generations, especially those from underprivileged groups who are most challenged by teacher shortages.
Lastly, while there are regional inequalities, there are also negative perceptions of math across the country that we need to address.
Research by my charity, Axiom Maths, has shown that students' perceptions of mathematics are negatively affected as they move from Year 6 to secondary school.
Twice as many of the highest achievers in Year 6 are more likely to find maths boring in Year 7, and the lowest achievers in Year 6 are more likely to like mathematics in Year 7 but have a positive attitude towards the subject by Year 9. decreases again. This means that many students who could have progressed to higher levels in mathematics by Year 9 have decided that mathematics is not for them.
To keep students engaged in maths, Axiom is proposing to work with secondary schools to fund maths champions to identify and nurture promising mathematicians. They run a maths club, where students leave stress and exams behind and engage in maths for the pure enjoyment of it.
But if we are to truly change the dial, we need to expand opportunities beyond London and ensure that every child can enjoy the joys of STEM learning. Only then will we be able to realize the UK's ambition to become a scientific powerhouse.