• STEM stereotypes can be deeply ingrained in children by the time they reach the end of primary school
• This case study examines an evidence-based method for changing attitudes to careers in STEM by introducing primary school students to role models they can relate to.
• Audiences of the show see how the STEM jobs relate to the science they do in school and discover the personal attributes that scientists and engineers have
• In addition to the student intervention, teacher CPD materials from the ‘Let Toys be Toys’ campaign were used to help with unconscious biases and stereotypes in teachers

• Inclusive exams
• Inclusive Virtual Learning Environments and resources
• Student feedback
• Staff wellbeing

• Looking at how organisations inspire, education and encourage minoritized individuals to pursue education and careers in STEM  

• Addressing the exclusionary culture of STEM
• Exploring the data and lived experiences of LGBT+ people in STEM
• Considering the impacts of LGBT+ being a (often) ‘hidden’ form of diversity
• Understanding how to change the STEM environment to make it more welcoming to LGBT+ people

The barriers to diversity in engineering education are several and will be reviewed and compared with other STEM sectors

One of those key barriers in the UK is mathematics and physics: at NMITE we do not require applicants to have maths and physics or any STEM subject at level 3, instead students develop the required mathematical knowledge and skills while at NMITE

The approach taken will be described in some detail together with the practical implications and some lessons learnt

The work on mathematics teaching and learning being led by NMITE’s Academic Skills and Knowhow Centre aims to reduce barriers and increase diversity and to challenge what is meant by “mathematics” in the context of engineering education

• Learning about how technology can be harnessed to create inclusive environments for everyone, including disabled people and those who are neurodivergen

• Understanding the importance of technological innovations to support 

• Exploring the different ways these can be implemented in STEM workplaces to create a fairer, more inclusive, and more supportive environments

• To discuss the potential huddles of what stops those from a diverse background participating in STEM Research
• To correlate the impact to health and clinical care to the lack of diverse representation at early-stage research and practice
• To elaborate on real world impacts, provide examples and direct case studies on cases where the lack of diverse thinking led to poorer outcomes
• To provide new thinking in the space of health and population inequalities that have existed and how this could be attained to the lack of diversity in STEM settings

• Why is decolonising health education important
• Reflection of own positionality when considering decolonising health education 
• Practical guidance / ideas on how to approach decolonising health education 

• Why STEM is important
• What we need to do to encourage more focus and interest in STEM
• Address the importance that non-STEM graduates can also learn and work in STEM focused organisations
• Examples of STEM research, innovations, projects and partnerships