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Our recent ‘Future workforce and educational pathways’ research indicated the potential for future careers in the chemical sciences for young people across the UK. However, this research highlighted some concerning trends and deficits in skills and knowledge development which were echoed in our findings.

Our most important findings

• Nearly 32% of teachers across all school types and nations felt very or somewhat unconfident in providing information on technical and vocational scientific careers. 
• There are significant barriers to running practical work including insufficient time, health and safety concerns, cost of consumables and chemicals, and unsuitable labs. 
• There is an increasing number of teachers reporting insufficient access to subject-specific CPD. 
• Encouragingly, many respondents reported that they were able to use digital technology in their schools when needed, and that they felt confident in their digital skillset.

Providing guidance and information on career paths

Running practical science

This year we asked educators how often they carried out different types of practical work, and the barriers they face to running these activities. These data also reveal how some of the barriers are amplified in disadvantaged settings.

Despite these challenges, teachers and technicians are working hard to provide opportunities for hands-on practical work, which was reported as happening more often than teacher demos and use of videos this year.

However, when analysing responses to the question "Thinking about the last 12 months, how often did you generally do hands-on practical work in science lessons?" the frequency of all types of practical science opportunities, including hands-on, declines through the key stages (and equivalent).

It is crucial that young people at all stages of their education get frequent, high-quality opportunities to explore the empirical, practical nature of the sciences.

Digital skills

Subject-specific professional development

We want teachers to be empowered to deliver a modern and relevant chemistry curriculum by improving access to funded, high-quality, subject specific CPD. Teachers also need access to up-to-date information about the skills employers are looking for so that they can link the chemistry curriculum they teach to careers in chemistry.

For data on individual nations and biology and physics, please see the data set.

What we are doing to help

We are asking governments to ensure science and chemistry curriculums for ages 5–19 are equipping young people with the skills and knowledge needed for the future, including transferable skills and digital literacy. There needs to be a strong focus on sustainability and the opportunities to explore chemistry through hands-on practical activities.

Our resources and programmes are designed to help deliver high-quality and engaging lessons. We support your professional development throughout your teaching career and help to connect you with other teachers and professionals through Teach Chemistry and our regional support.

Discover our resources

• We offer fully funded to Teach Chemistry members.
• Take a look at our website, which has numerous career profiles and other job information such as alternative routes into the chemical sciences.
• Explore to help you link curriculum learning to chemistry careers.
• run workshops with links to careers and scientists from diverse backgrounds.
• Useful Education in Chemistry articles: ; ;