One of the major challenges when it comes to recruiting for the life sciences sector is helping people understand the vast range of opportunities that are available.
There are an estimated 9.4 million people working in STEM fields across all industries in the UK. That’s about 12% of the entire population.
There’s a misconception that you have to have be really clever to work in any field of science, but actually you just need to be interested and curious!
There are such a diverse range of roles, many of which involve skills that can be taught – as long as there is that curiosity and interest.
Of course, some roles in science require a deep understanding of complex topics, and you need exceptionally high grades to be able to study them. But there are wide ranges of opportunities for those of all abilities.
For those with a passion for science, but who are concerned about the intellectual barriers to a career as a research scientist, there are many examples of achievable careers in STEM with much lower barriers to entry.
Addressing the gender confidence gap
Whilst all of this is true for men pursuing a career in science, I teach a lot of women and find that even the most intelligent ones lack self-confidence.
The women I teach often feel more scared of making mistakes, hold the belief that they must fully succeed in anything they attempt, and may have a lower perceived ability compared with their actual ability.
Men on the other hand are more willing to try anything, can bounce back from mistakes more quickly, and are less likely to hold themselves back.
Of course, we should also be encouraging women to reach for those complex roles with high barriers to entry. But we must also highlight the range of opportunities available so that all women, not just the highest academic achievers, can realise a career in engineering and the sciences if they have the interest.
If more girls knew about the range of careers in STEM fields, including those with lower barriers to entry, they may feel more confident pursuing such a career.
Making alternative science careers more visible
Teachers have an important role to play in challenging the idea that a career in science means becoming a research scientist or doctor.
This can start with something as simple as making career conversations part of science lessons. Rather than presenting a single pathway from GCSEs to A levels to university and then research, teachers can help students understand the different routes people have taken into the sector.
Real-world examples
Schools can broaden students’ understanding by introducing them to the full range of roles that sit behind scientific discovery and the development of new medicines and technologies.
Laboratory technicians, quality control specialists, manufacturing technicians, process operators, clinical research assistants, regulatory specialists and data-focused roles (I could go on!) all contribute to the life sciences sector.
Many offer routes into employment through apprenticeships, technical qualifications or further training rather than a traditional university degree.
Inviting people from industry into schools, arranging workplace visits and using case studies of people in technical and manufacturing roles can help students actually see what these jobs involve. Crucially, students should be encouraged to see that their current grades do not necessarily determine the ceiling of their future career.
Let students ‘try’ science
Practical experience can be particularly useful for students who do not immediately see themselves as ‘scientists’.
Schools can create opportunities for pupils to handle equipment, solve problems, work with data and experience the kinds of tasks carried out in real laboratories and manufacturing environments. Programmes using virtual reality, simulations and interactive technology can be especially useful where schools cannot provide access to specialist facilities.
The emphasis should be on allowing young people to discover what they are capable of. A student who struggles with a written examination may nevertheless have excellent practical skills, attention to detail, communication abilities or the patience required for a technical role.
Giving them the opportunity to demonstrate those strengths can change their perception of what a career in science might look like.
Make alternative routes more visible
Schools could also do more to present apprenticeships, technical education and work-based training alongside university as equally legitimate routes into STEM. To be clear, university should at no point be discouraged, but careers advice should explain what qualifications are required for different jobs and how students can obtain those qualifications.
This is particularly important for students who believe that achieving top grades is the only way into science. Teachers can make clear distinctions between roles where advanced academic qualifications are essential and those where employers are looking for practical ability, reliability, curiosity and a willingness to learn.
Showing students that skills can be developed over time may help remove some of the anxiety associated with choosing a career at 16 or 18.
An opportunity in medicines manufacturing
Medicines manufacturing is experiencing a significant skills shortage, and it is a great example of an area in science where skills can be taught, but exceptionally high exam grades are not always necessary.
The RESILIENCE programme, which was started by the UK government in April 2024, is raising awareness of careers in medicines manufacturing and giving students experience of the job by using VR technology to simulate real-world labs and manufacturing facilities.
VR is a great way to inspire young people, not just because it’s exciting technology, but because it actually lets them have a go at the job and see that they can really do this.
We’ve now reached over 21,000 students from across the UK, which is opening up the conversation around lesser-known career paths in life sciences.
Setting the record straight
By helping students understand the vast range of opportunities available to them in STEM fields, and more specifically the life sciences sector, we can both fulfil the need for scientists where skills shortages exist and encourage more women into the field.
Misconceptions around the barriers to entry in STEM careers could be a major barrier to students entering the fields, but by opening the conversation and making clearer opportunities for those of all academic abilities, we can support more students towards life-long, fulfilling careers in science and engineering.
Dr Bernice Wright PhD is a lecturer in cell and gene therapy at UCL.
