STEM must remain part of the enrichment conversation

The Department for Education’s new Enrichment Framework is a welcome recognition that education extends beyond the classroom. Designed to help schools and colleges plan, strengthen and review their enrichment offer, the framework highlights the importance of activities that build confidence, develop skills and broaden young people’s experiences. It sets out five key areas of enrichment, including arts and culture, sport and physical activity, civic engagement, nature and outdoor learning, and wider life and future skills.

The ambition is an important one. Research consistently shows that enrichment can support young people’s wellbeing, confidence, engagement and sense of belonging. Yet access to these opportunities remains uneven, with many pupils relying heavily on what their school can provide.

The publication of the framework comes as new analysis from SchoolDash, commissioned by Gatsby, highlights significant variation in the enrichment opportunities schools describe on their websites. Using AI tools to analyse publicly available information at scale, the research found that while some schools promote a rich and varied programme of enrichment activities, others appear to offer – or at least advertise – far less. The findings raise important questions about how access to enrichment differs across the education system and how schools can be supported to broaden participation.

Writing in response to both the SchoolDash findings and the government’s new framework, Jenni French contends that implementation will be critical. With STEM only included as a subset of the framework’s “life and future skills” category, there is a risk that science, technology, engineering and mathematics are only viewed through the lens of careers and economic growth, rather than as a valuable form of enrichment in their own right.

That would overlook the significant contribution STEM enrichment already makes in schools across England. Through clubs, competitions, employer encounters, practical challenges and hands-on projects, STEM enrichment helps young people explore ideas, solve problems and develop confidence beyond the formal curriculum.

These experiences matter for all young people, not just those who go on to pursue STEM qualifications or careers. Enrichment activities can spark curiosity, encourage creativity and help pupils see how science and technology connect to the world around them. They also provide opportunities to engage with some of the most important issues shaping society, from climate change and clean energy to artificial intelligence and healthcare innovation.

As schools respond to the new framework, there is an opportunity to build on the strong STEM enrichment ecosystem that already exists. A broad and balanced enrichment offer should include sport, arts, culture and outdoor learning – but it should also recognise the important role STEM plays in helping young people understand, navigate and shape the future.

Read the full analysis on the SchoolDash website.