The Association for Science Education believes that all young people should have access to high quality science teaching which engenders a love of lifelong learning and supports them in their pursuit of fulfilling careers enhanced by their scientific understanding and skills.

We are pleased to see that the Science and Technology Committee recognises the essential roles that effective diversity and inclusion strategies and practices have in improving the futures of young people, society and the economy.  Through our own work we would emphasise that the benefits of diversity and inclusion are accepted also beyond STEM education in schools, across all subjects at a whole school level.

We are pleased that the report recognises:

• the importance of young people being able to see themselves in what they learn, feeling that their rich and varied experiences are valued and that their voices are heard
• the central role that a diverse and inclusive curriculum can play in driving change from a young age
• role models can be used as one part of an inclusive curriculum to challenge stereotypes, highlight the relevance of what the young people are learning in the classroom, and to broaden understanding of a range of jobs and educational pathways
• the importance of unbiased careers advice and guidance which challenges stereotypes and broadens the informed choices of young people
• the importance of the role that inspection has in driving and embedding sustainable inclusive practice in schools
• the importance of up-to-date, inclusive and subject-specific continuing professional development

The report lacks details on implementation and the support that the education sector would receive to achieve the ambitions that are desperately needed for young people of all backgrounds. 

Our recommendations

• A review of the national curriculum and exam board specifications to provide an inclusive and diverse approach to increasing representation in STEM
• A requirement for all schools to publish an evidence-based whole school equity action plan alongside their inclusion policy
• A requirement for Ofsted to inspect progress against these plans, and comment on inclusion within all school inspections
• A requirement for all school leaders, teachers and supporting staff to undertake training, including unconscious bias training, inclusive practice, and careers guidance where appropriate
• Greater recognition of the benefits of the Gatsby Benchmarks for Good Careers Guidance
• Recognition that diversity and inclusion benefits the whole school and should not be isolated to STEM subjects

The ASE supports schools at a whole school level to embed inclusive practice and address the challenges of making better informed subject choice through our Inclusion in Schools Programme funded by the Department for Education as part of the Science CPD Partnership.  You can find out more about the programme and read our case studies here