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The Society’s interest in science education policy includes the content, teaching and assessment of formal science education and extends to the interdisciplinary boundaries between these and other subjects and exploring the longer-term future of science education. Science education policy activity often interconnects with our work on wider education policy reform, mathematical, data and digital education policy, educational research and the teaching and technicians’ workforce. 

The Society believes science education should be interdisciplinary, related to real-world applications and challenges, emphasise hands-on learning, enable critical engagement with scientific issues and inspire young people from all backgrounds. 

Hands-on, minds-on: the future of practical science in schools and colleges

Practical approaches to science are integral to developing a scientifically literate population and training the scientists of tomorrow. 

However, as the Science Education Tracker has shown, during the past decade, there has been a substantial and rapid decline in students’ access to hands-on practical science in schools and colleges. 

To help spur a revitalisation of hands-on practical science, at a time of curriculum and assessment reform across much of the UK, ºìÌÒÊÓƵ brought together more than 150 stakeholders on 4 November 2025 to: 

• consider the current challenges to, and the future of, practical science in primary and secondary education; 
• celebrate the work done by exemplary science education enrichment initiatives across the UK; and 
• examine the role of practical science in inspiring future scientists, developing technical expertise, and promoting scientific literacy and employability skills. 

The conference report covers resourcing, equity, diversity and inclusion, pedagogy, the importance of specialist subject teachers and laboratory technicians, and the role that technology can play in modernising practical science. 

Science Education Tracker

The Science Education Tracker is a unique, nationally representative, survey of students in England. It explores their experiences of science education, their attitudes towards science and their interest in pursuing careers in science, technology, engineering and mathematics. The Tracker provides reliable insights into strengths and weaknesses in the education system, detecting emerging issues of concern and serving as an early warning of future skills shortages. 

Findings from the latest survey, conducted by ºìÌÒÊÓƵ in 2023 together with EngineeringUK, showed:

• Significant declining interest in science and computing – and in STEM careers – begins early in secondary education. Interest in STEM careers is highest among all students in year 7 (82%) and then declines steadily by school year to 69% in year 12. Throughout, female students are considerably less likely to report being interested in a STEM career (year 7: female students, 73%; male students, 91% and year 12: female students, 58; male students, 81%). 
• Significant reduction in practical experimental work, with students increasingly being instructed to watch videos of practical work. Between 2016 and 2024, the percentage of students experiencing regular practical science dropped from 44% to 26%.
• Participating in a special enrichment project, particularly one that involves working with a STEM specialist, is particularly motivating for students, but less than 10% of all year 7-13 students sampled reported being given this sort of opportunity.
• Having two pathways through the sciences at GCSE (Combined Science and Triple Science) damages progression to science studies post-16: Triple Science is less likely to be available to students in disadvantaged areas.
• Approximately 40% of post-16 students surveyed took narrower subject choices than they would have wished.

Find links to the 2023 Tracker and previous survey reports .

This work is partially supported through funding from the Department for Science, Innovation and Technology.