Women in STEM – teaching role

Since October 2025, I’ve been volunteering to deliver STEM sessions at Lound Junior School in Sheffield. I wanted to step outside my usual teaching environment and try something more hands-on in a UK classroom.

We worked directly with pupils through activities in basic engineering, robotics, and sustainability. Rather than focusing on formal instruction, we designed sessions that prioritised participation, using simple robotics kits and practical tasks to encourage experimentation, problem-solving, and learning through doing. I focused on creating a low-pressure environment where students could try things out, make mistakes, and build confidence.

What stood out to me was how quickly engagement shifted when learning became practical. Students who were usually quiet became much more active once they were building, testing, and experimenting. We also made a conscious effort to encourage girls to take part in robotics by offering structured support at the start, which helped increase their confidence and participation.

Coming back into the classroom after starting my postgraduate study felt unexpectedly meaningful. It reminded me that effective learning isn’t just about content, it’s about designing the right conditions for students to engage, explore, and feel confident to take part.

This experience reinforced my interest in designing learning that is active, inclusive, and grounded in real engagement, not just delivery.