Creating space for girls in science

Today, women make up less than one third of the world’s researchers, according to UNESCO. They are particularly under-represented in science, technology, engineering and mathematics (STEM) education, making up only 35% of STEM graduates worldwide.

If girls grow up repeatedly hearing that logic, problem-solving or technical thinking are somehow more ‘male’, it is not surprising that fewer girls picture themselves belonging in STEM careers, even when their abilities are just as strong. Over time, stereotypes like this quietly steer girls away from futures in science and technology, not through lack of talent, but through lack of visibility and confidence.

At Loughborough High School (LHS), we are determined to challenge that narrative. We actively champion a future where girls and women have equal opportunities to learn, lead and innovate in STEM. This year, 71% of our Year 12 students have chosen at least one STEM subject at A level. This follows strong A-level results in 2024–25, with 56% of students who sat exams in summer 2025 going on to study STEM subjects at university. Their chosen courses ranged from biomedical science to mechanical and electrical engineering, computer science, medicine and more; powerful evidence that when girls are encouraged, they thrive.

To nurture and sustain these aspirations, role models matter. There is no single ‘type’ of scientist and no one correct route into a STEM career. Our science department reflects that diversity. Colleagues hold degrees in veterinary medicine, chemistry, biochemistry, nursing and applied physics, highlighting the breadth of pathways available. By sharing these stories, we help students see that science is not a narrow path but a landscape of opportunity.

My own journey began with a degree in chemistry, followed by a PhD in inorganic chemistry. I began my research at Imperial before my group moved to the University of Oxford. Although I enjoyed academic research, I chose to pursue a career in industry, working as an applications chemist and later as a technical consultant for a global leader in the chemical, pharmaceutical and food sectors.

It was during this time that I became increasingly aware of the lack of female representation in STEM careers. That realisation ultimately inspired me to move into teaching, with the aim of encouraging young people – particularly girls – to see STEM as a space where they belong. After completing a graduate training programme, I joined LHS as a teacher of chemistry and am now proud to serve as head of chemistry, working alongside a dedicated team committed to high-quality science education and widening access to opportunity.

Within the department, we offer a wide range of extracurricular opportunities, including independent research projects leading to CREST Awards, TED-style presentations, participation in Organic Synthesis Club, chemistry challenges and national competitions such as the Chemistry Olympiad, the Schools’ Analyst Competition and the Chemistry Cambridge Challenge.

This British Science Week, we celebrate not only scientific discovery, but the girls who will shape its future. By raising aspirations, amplifying female voices and breaking down outdated stereotypes, we are helping to build a generation of confident, capable young women ready to lead in STEM, and to change the world through science.