Reflections from Helen Harden, former Chair of ASE, on the CHEMUK Big Education Debate. 

Anyone who has taught chemistry at school will be familiar with the “squeaky pop” test for hydrogen and the resulting excitement of students, but who in industry would ever, if suspecting a hydrogen leak, take a lighted match to it to find out?

This simple, but powerful, point was made by Jo Cox (IchemE) as part of the Big Education Debate at the recent ChemUK EXPO at the NEC (21/22 May 2025). It highlighted the gulf between students’ experiences of practical chemistry in school and the skills and approaches that are needed in industry.

As the representative on the panel from the Association for Science Education my role was to share the perspectives of teachers and technicians working in schools across the UK and to listen to viewpoints from the rest of the panel including those working in university chemistry departments, the chemical industries and workforce skills and training.

The contrast in approach between a typical school practical and industry made me think about the range of priorities for science education in schools which are often a matter of debate amongst science educators. Should the top priority be to educate scientifically literate citizens, prepare students for the next stage of science-related study, ensure students get the exam grades needed to progress to the next stage of their learning or to inspire and prepare the future workforce in STEM-based industries? The answer is usually “all of the above” but it is a challenge for school science departments to give equal focus to all. In light of curriculum and assessment review and change across the country maybe now is the time for discussion to ensure the revised curricula are fit for purpose.

At present the sharing of STEM careers and role models is something that some schools and teachers make great efforts to do but this is by no means an entitlement for all students. Initiatives that are happening in school often focus more broadly on STEM careers rather than careers specifically in the chemical industry. Students may get access to a greater variety of practical experiences through extra-curricular or outreach activities, but this depends upon their school and proximity to a suitable university department or company.

The debate itself was put together by Ian Stone from ChemUK following industry concerns about the increasing number of universities that are closing down their chemistry courses.

This is a significant threat not only directly to the pipeline of future chemists but also to the supply of specialist chemistry teachers, the inspirers of the next generation, and the source of outreach and support in certain areas of the country.

Whilst being billed as the “Big Education Debate” the panel was unified in their concern about the closure of universities and their positivity about chemistry as a subject and career. There was a lot of discussion about the role not only of schools but also universities and the chemical industry in making chemistry a more appealing option for university applicants. However, it was clear that whilst there was a will to support schools, there was less unanimity on the way forward and many suggestions and examples of current practice were small-scale local interventions. The most powerful call was for a national level careers initiative that could effect change at scale. 

Scalability is key to ensure that we really can impact the next generation through collaboration with the chemical industry and university sectors. Meeting the needs of teachers and sharing their guidance is crucial to the success of any future initiatives.

Collaboration is key if we are to scale efforts and deliver meaningful impact for the next generation—particularly through stronger partnerships between the chemical industry, universities, and schools. The ASE, with its already strong networks across science education, is well placed to support this drive for change. But central to the success of any future initiative must be the voice, expertise, and experience of teachers. Ensuring their insights shape the direction of travel is essential if we are to meet their needs and create lasting, scalable solutions.

I look forward to building on the conversations started at ChemUK 2025 and encourage continued dialogue and collaboration across the sector.

Helen Harden,
Science curriculum specialist (chemistry), CSciTeach and former chair of the Association for Science Education