New research from EngineeringUK and The Royal Society, released during National Careers Week (3-8 March), shows that young people with special educational needs and disabilities (SEND) are more inclined towards technology and computing careers than their non-SEND counterparts.
The findings come from the Science Education Tracker, a large-scale study exploring 7,200 pupils’ experiences and aspirations in science, technology, engineering, and maths (STEM).
The survey reveals that nearly half (47%) of both SEND and non-SEND students are keen on an engineering career, with SEND pupils leading the way in technology and computing aspirations at 43%, compared to 37% among non-SEND students. There is little difference when it comes to interest in maths-focused roles, with 35% of SEND students and 37% of non-SEND students expressing enthusiasm, but fewer SEND pupils (39%) are interested in a science career than their non-SEND counterparts (48%).
Despite these promising levels of interest, SEND pupils remain underrepresented in engineering and technology jobs, currently making up 14% of that workforce compared with 18% in other sectors.
The survey also highlights that SEND students have fewer opportunities to engage with STEM content online and are less likely to receive comprehensive careers guidance or participate in STEM work experience. “It’s great to see strong interest in engineering among both SEND and non-SEND students,” says Becca Gooch, Head of Research at EngineeringUK. “And it’s particularly encouraging that SEND students are leading the way in tech careers. But we need to ensure all young people have access to training, role models, and clear routes into engineering and technology.”
EngineeringUK notes that between now and 2030, the UK is set to see faster-than-average growth in engineering and technology roles, which underscores the urgency of addressing the diversity gap.
In pursuit of this goal, the organisation has prioritised SEND schools in its outreach programmes, including the Neon initiative, designed to inspire pupils about STEM pathways. First conducted in 2016 and 2019, the Science Education Tracker gathers data on students’ perceptions and attitudes toward STEM.
