Our model is scalable and replicable and delivered through our intertwined initiatives of hub events and outreach:


We organise and host events with the aim of inspiring and engaging young people aged 10-14 with the range of careers in the four STEM pillars – Science, Technology, Engineering and Mathematics. We target this age group as this ensures we can engage them with STEM prior to subject selection which is a critical time in career outcome. In doing so we ensure that no doors are closed to future opportunities and all young people are aware of what is possible and achievable. These events can range from specific small-scale events covering a certain topic to large scale, general STEM events. These can be one off, project-style events or part of a series, maybe yearly events to ensure multiple touch points for the pupils.

Our primary focus is on those who suffer from – poverty, social exclusion, financial hardship, deprivation and disengagement using the Scottish Index of Multiple Deprivation (SIMD 20) to identify key areas. The reason we do this is because we want young people to understand and learn the myriad of opportunities that are out there for them in the most engaging and inspiring way possible.

Our priority at these events is of course the pupils, however, secondary to this we know how important teachers are and the influence and impression they have on their pupils. It is therefore vital we educate and inspire them too, helping them make connections and increasing awareness of the different pathways into STEM careers is so important at our events.


Education has been high on the agenda throughout Covid-19 with schools being one of few establishments allowed to stay open during the lockdowns. This is of course so important and vital for development of young people across the country. This pandemic has had a serious negative effect on education with exams being cancelled and restrictions in the classroom and change in teaching style. Pupils have missed out on school trips, external visits and interactive group learning as a result.

To address this issue, we have adapted our events by making the most of technology, taking SmartSTEMs directly to the classrooms with new virtual events. We have identified challenges, but also the significant benefits to this approach, including delivering higher engagement for lower costs. Rather than rushing in, we took our usual approach and service designed our program with users. Consulting with teachers prior ensured we were working in sync – platforms used were compatible, timings were appropriate etc. Having a lesson plan with pre and post event exercises has been enormously well received and the engagement is just great.