Dissecting the downward trend in maths, science and tech

But business leaders have expressed concern about future economic growth being threatened by a drop-off in workers specialising in the key technical skills that Stem subjects provide. Stacey Dingwall, head of policy and external affairs in Scotland for the Federation of Small Businesses, said: “More than half of small-business owners say the biggest obstacle to them recruiting is finding sufficient workers with the appropriate skills.”

Independent schools in Scotland are having to handle a delicate balancing act between guiding young people towards areas of expertise that can lead to a prosperous career path, and also ensuring students have broad horizons and find their own way to the things they most enjoy and excel in. While all schools are active in encouraging Stem studies — with girls’ schools working especially hard to break down barriers that mean women are still underrepresented in science — they try to ensure it doesn’t come at expense of closing off other avenues of personal and educational development.

Fairview International, a co-educational International Baccalaureate (IB) world school in Bridge of Allan, delivers a suite of courses with a deliberately varied mix of subjects across both primary and secondary, focused on developing pupils with a wide range of academic, social and emotional skills.

“Students choose subjects within groups which maintain an interest in English, maths, the sciences, humanities, the arts and language acquisition,” Victoria Gamble, headteacher, says. “This mix of subjects provides not just the knowledge needed to enter a top university, but also provides the analytical, communication and problem-solving skills which will make them successful in their future studies and the world of work. The IB is a truly holistic programme which develops the whole student to become a global citizen in this rapidly changing world.”

Another independent school in Scotland offering the IB, as part of a dual curriculum alongside A-levels, is Fettes College, a co-educational private boarding and day school in Edinburgh. A “keen focus” on Stem subjects alongside languages, the arts and English provides its students with “a broad and well-rounded education,” Anushka Chakravarty, deputy head, academic, says. “The offer of both IB and A-levels at Fettes College also gives students the choice and flexibility to devise the curriculum that best suits them and unlocks their potential.”

The school’s commitment to Stem and “preparing students for the increasingly digital world they live in” is shown, Chakravarty says, by engineering, enterprise and technology becoming a compulsory subject in the ­middle school (S3-S4, ages 13-15) and a Higher Project Qualification option at key stage 4. “This opportunity has developed our students problem-solving skills and allowed them to apply their knowledge of science to practical contexts.”

At Dollar Academy, a private day and boarding school for primary and secondary pupils in Clackmannanshire, there is an emphasis on students not only accessing a breadth of subjects, but also understanding the links between those subjects and the wider world. The Futures Institute at Dollar Academy (Fida) is a pioneering initiative that delivers project-based learning opportunities in which students develop solutions to real-world challenges, rooted in the United Nations’ sustainable development goals.

“All Fida projects are inherently interdisciplinary,” Jackie Smith, director of Fida, says. “Some skew more to Stem subjects, some to social sciences and others to design technologies and expressive arts. All require learners to draw upon their existing knowledge and to build new knowledge and skills, while applying their learning in real-life contexts.”

St George’s private all-through girls’ day and boarding school in Edinburgh claims to have not only “actively countered the national trend of declining participation in Stem subjects by making them both popular and successful,” according to Carol Chandler-Thompson, its head, but also played its part in “breaking down the societal, educational, and cultural barriers that often deter women from entering Stem fields”.

“Our efforts are reflected in the outstanding achievements of our students, who took Advanced Highers and Highers in biology, physics, maths and chemistry,” Chandler-Thompson adds.

“Despite these successes, we acknowledge the broader challenges facing women in Stem. The underrepresentation of women in fields like computing, where only 21 per cent of university computing degree students are female, is a societal issue that requires a multifaceted approach. At St George’s, we combat stereotypes by enhancing curricula, providing inspiring role models, and ensuring our students understand the dynamic and impactful nature of Stem careers.”

Pupils have been inspired by visits to cutting-edge scientific workplaces such as the Royal Navy’s HMS Prince of Wales aircraft carrier and Cern’s Large Hadron Collider in Switzerland. “Additionally, we invite industry speakers from diverse fields such as coding, chemistry, and space exploration to share their career journeys,” Chandler-Thompson says. “By addressing stereotypes and encouraging a broader understanding of the opportunities in Stem, we prepare students to be leaders in a world increasingly shaped by science and technology.”