STEM Passport for Inclusion
Bridging the Gap in STEM Access for Disadvantaged Students
Theme: Promoting equity and access
Phase and Stage: STEM – Secondary education
Action: Training / mentoring
Beneficiaries: Schools
Users: Education providers; Training providers; Policy makers
The STEM Passport for Inclusion Programme addresses unequal access to STEM courses and careers among people from under-served communities. STEMP.Inc aims to empower learners from working class communities with a STEM qualification and an Industry mentor. Our vision is to ensure people on the margins of society are STEM prepared. Through our innovative system thinking approach- we have worked with Industry and Educators, from across Ireland, to provide STEM opportunities to 1000s of under-served people from across the island of Ireland.
The programme’s innovation is seen in our system focused intervention. We provide TY students with a university qualification (Level 6 NFQ) while still in school, we provide education supports, and we offer mentoring from 100s of industry role models. Since 2021 5,000+ students have graduated from our three universities- qualifying for the Points Pathway to STEM courses and careers. The national roll-out of the programme (2023-2025), received the largest grant ever awarded by the Discover programme from Research Ireland. With co-funded support from Microsoft Ireland, we received 1.2 million euro in total to reach 5,000 students from every county in Ireland. Our partner universities, Atlantic Technological University and Munster Technological University collaborate to ensure we reach students from every corner of Ireland!
THE CHALLENGE
The STEM Passport has focused on reaching working-class learners because we know that they are the most under-served in terms of STEM education and employment opportunities. In Ireland, working class females are significantly less likely to participate in higher level STEM courses while in post primary school than their male counterparts (HEA, 2019) and more affluent girls (Boyle et al., 2022). These young women are also less likely to apply to STEM degree courses (SUSI, 2019).
We have developed this intervention as we know that women and girls from low socioeconomic backgrounds face a unique set of barriers that can limit their participation in STEM courses and careers (Christie et al., 2017; Sekuła et al., 2022).
OUR SOLUTION
In 2021, we received our first grant – €300k from Research Ireland Discover grant, alongside the support from Microsoft Dream Space, we were able to roll out the initiative to 1,000 girls across Munster and Leinster.
In 2023, we secured €600k in philanthropy from Microsoft Ireland which was matched by Research Ireland and the Department of Education through the discover grant. The grant of €1.2 million was used to roll the programme out to 5,000 girls across the four provinces of Ireland.
In 2023, we adapted the programme for Transition Year students only, expanding the partnership to Atlantic Technological University (ATU), growing mentoring and establishing the Leaving Cert points pathway in both MTU and MU.
Since 2024, we have raised a further €980k from 14 Industry partners to expand the project and have received matched funding from Research Ireland Discover Programme.
Expanding Our Reach: Upcoming Program Goals (2025-2027)
Our vision for the coming years is to extend our reach across all four provinces of Ireland and collaborate with every Transition Year student in each DEIS school. In 2025-2027 we will:
- Empower 5,000 students to obtain a university-accredited STEM qualification within their respective provinces.
- Develop a DEIS TY work experience programme and offer to 1000 students.
- Facilitate meaningful mentorship relationships between these 5000 students and accomplished women and men working.
- Promote more equitable and inclusivity in the new Industries including AI & Construction.
- Expand to new groups: include working class women and mothers, students in Youth Reach and LCA students
OUTCOME
STEM Passport Impact: Transforming Futures
Key Findings and Programme Impact:
- Improved STEM Awareness and Confidence: Surveys conducted with over 5,000 participants revealed notable increases in students’ STEM awareness and confidence. For example, only 28% of students knew a woman working in STEM before participating; post-programme, this figure rose to 92%. This awareness shift is crucial in breaking down stereotypes and reshaping students’ aspirations.
- Bridging the Socioeconomic Gap: Surveys conducted with over 5,000 participants revealed notable increases in students’ STEM awareness and confidence. For example, only 28% of students knew a woman working in STEM before participating; post-programme, this figure rose to 92%. This awareness shift is crucial in breaking down stereotypes and reshaping students’ aspirations.
- Positive Influence of Mentorship: Mentorship feedback revealed a heightened awareness of their unconscious biases and a re-evaluation of their preconceptions about who can excel in STEM, reinforcing the programme’s broader impact on promoting equality in STEM.
- Broadening Mentor Perspectives and Awareness: Surveys conducted with over 5,000 participants revealed notable increases in students’ STEM awareness and confidence. For example, only 28% of students knew a woman working in STEM before participating; post-programme, this figure rose to 92%. This awareness shift is crucial in breaking down stereotypes and reshaping students’ aspirations.
- Increased STEM Intentions and Career Aspirations: Post-programme analysis showed substantial increases in participants’ desire to pursue STEM careers. Students reported feeling that STEM fields were accessible to them, a change linked directly to programme participation.
KEY TAKEAWAYS
The main lessons learned from STEM Passport for Inclusion focus on targeted design, deep partnerships, and structured mentoring that together shift confidence, aspirations, and access for disadvantaged girls.
Key lessons learned
Targeted focus on disadvantaged girls works. Prioritising DEIS schools and working‑class young women created measurable gains in STEM awareness and confidence, rather than dispersing efforts across all students.
Long‑term, mixed funding is essential. Blending competitive research grants, philanthropy, and industry co‑funding made it possible to scale from 1,000 to 5,000+ girls and to expand nationally.
Iteration based on feedback improves impact. The team adapted the model over time (for example, refocusing on Transition Year, creating a Leaving Cert points pathway, and planning work‑experience modules) in response to implementation experience and stakeholder input.
Elements that have driven positive outcomes:
Structured, accredited learning. Offering a university‑accredited STEM qualification within each province turned outreach into a concrete credential that students can use in progression pathways.
Large‑scale, value‑driven partnerships. Building a network of 1,100 mentors from 180 companies and formal collaborations with universities and industry showed that clear shared goals (equity in STEM) can mobilise substantial, sustained support.
Intentional mentoring design. Mentoring was framed to benefit both students and mentors; mentors reported greater awareness of their own unconscious bias, which strengthened their commitment and improved the quality of support to girls.
