In response Engineers Australia (EA) is encouraging a greater uptake of STEM in schools, with chief engineer Katherine Richards saying the start of the school year is a crucial time to keep students engaged in the subjects that underpin engineering and innovation.
“Maths is not just a subject, it’s a skill you can train and strengthen over time,” Richards says.
“It sits at the heart of so many STEM careers and gives young people the tools to solve real-world problems, from designing climate-resilient infrastructure to advancing renewable energy and new technologies.”
Richards shares that participation in advanced mathematics remains low, especially among girls, describing the gap as a national challenge that needs sustained attention from schools, families and policymakers.
“Students don’t need to be the top of the class to succeed in maths-based careers,” she says.
“Perseverance and practice matter far more than perfection, and those skills open the door to meaningful careers that can shape communities and change lives.”
Statistics from Australian Mathematical Sciences Institute show just 6.7 per cent of girls and 11.9 per cent of boys are studying advanced maths classes.
Among those 12 years of age, just 2 per cent of girls expressed interest in a career in maths, 7 per cent in engineering, and 18 per cent in STEM overall - compared with 50 per cent of boys, according to the Department of Industry, Science and Resources.
“When more young people stay in the STEM game, Australia is better equipped to tackle the complex challenges ahead,” Richards adds.
“This is not just an education issue, it’s a societal issue.
“When large parts of our population disengage from maths and STEM, Australia loses potential problem-solvers, innovators and leaders.”
In October last year, EducationHQ reported on a pioneering STEM Enrichment Academy at Flinders University in South Australia, that is fighting back with regards to female participation in STEM subjects, and helping to steer more Year 9 girls to study subjects such as Specialist Maths and Physics in Years 11 and Year 12.
The aim is to boost enrolments in tertiary degree courses such as engineering, space, astrophysics and nuclear physics, biomedicine, architecture and laboratory sciences. And it’s working.
More than 1900 female students have so far taken part in various enrichment programs since the project launched in late 2018, including 371 girls from the Northern Territory and regional South Australia during the second phase of the project, which started in May 2023.
Founding director, Professor of Physics Maria Parappilly, said in October that current literature suggests that compared to boys, girls seem less interested in science, attach less importance to science and feel less confident of their science capabilities.
“But we can tackle these perceptions if we can give middle school students more confidence through role-model interventions, a sense of belonging, enjoyment for the subject, opportunities in STEM, and the vision for a future in STEM from a younger age,” she said.
The STEM Enrichment Academy has also supported 263 teachers from 79 different schools.
“Early indications show that the program is effectively boosting teachers’ confidence in delivering physics through hands-on methods,” Parappilly said.
More broadly, she said more training and education opportunities will improve gender balance in STEM which, in turn, will ultimately enhance the economy via increased growth, productivity and innovation.
Click here to read the article, ‘Effectiveness of enrichment program in increasing middle grade girls’ interest to pursue physics studies and STEM careers’ (2025) by Maria Parappilly, Stephanie Mayes and Richard Woodman.
