The rapid population growth of under-represented minority groups and the continued under-utilisation of women mean that future growth in the domestic science, technology, engineering and mathematics (STEM) workforce is linked to greater diversity. Subject-matter mastery is important but insufficient for a student to pursue a STEM profession behavioural factors also play a significant role. We describe some of these factors and their relation to career choice, and provide recommendations for practitioners utilising them in STEM education programmes and projects.