STEM Futures

Transforming STEM education in special schools across England, Scotland, Wales and Northern Ireland.

STEM Futures is an ambitious pilot initiative designed to transform STEM education in special schools by exploring curriculum approaches that are inclusive, engaging and relevant for disabled and neurodivergent young people. Funded by the Avantor Foundation, the project will work in partnership with nine schools across England, Scotland, Wales and Northern Ireland to test and develop effective new ways of teaching STEM in specialist settings.

Over the course of a year, Lightyear Foundation will collaborate with each school to design and deliver tailored STEM learning experiences that build students’ confidence, creativity and problem-solving skills. The project will embed experienced Lightyear STEM specialists into each setting to co-create practical, accessible and inspiring approaches to STEM education that reflect the unique needs and strengths of the school communities.

This work will be grounded in fieldwork – piloting lessons and activities, learning from what works, and adapting based on feedback. Along the way, we’ll explore the challenges schools face in embedding STEM into their curriculum and identify the strategies that help students engage meaningfully with science, technology, engineering and maths.

What the programme will involve

Through a combination of classroom delivery, co-design with teachers and rigorous evaluation, STEM Futures will build a strong foundation for inclusive STEM learning. Key elements of the programme include:

  • Embedding STEM specialists within each school to support planning, delivery and professional development.

  • Working in partnership with teachers, school leaders, students and school wider communities to adapt and design content.

  • Piloting a range of STEM activities and lessons, tailored to different educational stages, learning styles and support needs.

  • Building a community of practice, bringing schools together to share ideas, test approaches and reflect on progress.

  • Evaluating impact on student engagement, outcomes and the wider STEM culture in each school.

  • Sharing best practice and learning through Lightyear Foundation’s SEND in STEM Network and with the broader special education community.

This collaborative, evidence-informed approach will help identify what high-quality STEM education looks like in a wide range of specialist settings – and how to make it a reality.

A lasting impact

Although STEM Futures begins with a small group of pilot schools, its ambitions are broader. The insights, approaches and resources developed through this work will be shared widely to support other schools and educators across the UK.

Building on this pilot, in the long term, Lightyear Foundation hopes to develop a scalable, sustainable model for inclusive STEM education in special schools. This will include a digital resource hub, an online community platform for educators, and a growing library of co-designed, classroom-tested STEM activities - all informed by the learning, insight and experiences of the schools involved in STEM Futures.

Our goal is not just to enhance practice in the participating schools, but to lay the foundations for a nationwide shift in how STEM is delivered in special education – equipping educators with the tools, support and confidence to inspire the next generation of disabled and neurodivergent STEM thinkers and leaders.

Our pilot schools

We’re beginning our work with nine fabntastic schools representing a rich diversity of student needs, educational stages and curriculum approaches:

  • Lime Academy Ravensbourne, Romford (England).

    Ages: 0–25

    Learners: PMLD, sensory impairments, physical and learning disabilities, neurodivergent learners.

    A passionate team focused on play-based learning and innovation, keen to develop accessible STEM experiences for complex learners.

  • Cedarbank School, Livingston (Scotland).

    Ages: 11–25

    Learners: Physical and learning disabilities, neurodivergent learners, sensory impairments, mental health needs.

    Looking to build on existing subject-based provision and explore a more joined-up, explicit STEM offer across the school.

  • Southcraig School, Ayr (Scotland).

    Ages: 5–25

    Learners: Learners with complex and evolving needs including PMLD and neurodivergence

    Keen to co-create a progressive curriculum pathway and increase access to creative STEM learning.

  • St. Christopher’s School, Wrexham (Wales).

    Ages: 5–25

    Learners: Broad SEND profile.

    In the early stages of developing a STEM programme, with staff eager to build their confidence and access tailored support.

  • Melland High School, Manchester (England).

    Ages: 11–25

    Learners: Neurodivergent learners, mental health needs, learning disabilities.

    A school with strong employer links and previous STEM engagement, now looking to embed inclusive practice across the curriculum.

  • Springboard Project, Oldham (England).

    Ages: 14–19

    Learners: SEMH and mental health needs.

    Currently without a formal STEM offer but excited to build something relevant, practical and learner-led.

  • Thomasson Memorial School for the Deaf, Bolton (England).

    Ages: 0–16

    Learners: Deaf and hearing-impaired students.

    Delivering STEM at secondary level with subject specialists, and looking to expand provision across the school.

  • The Oaks Specialist College, Tonbridge (England).

    Ages: 16+

    Learners: Learning disabilities.

    Already embedding assistive technology and STEM into the curriculum, and keen to strengthen employer links and pathways.

  • Longstone Special School, Dundonald (Northern Ireland).

    Ages: 11–16

    Learners: Sensory impairments, learning disabilities, neurodivergent learners, mental health needs.

    Building on successful STEM Week activity and looking to increase access to real-world STEM opportunities.

STEM Futures is about testing new ideas, learning what works, and supporting schools to deliver high-quality STEM education that works for every learner. It brings together specialist expertise, inclusive practice and real collaboration to create a stronger foundation for STEM in special schools. With generous support from the Avantor Foundation and the commitment of our partner schools, we are setting out to build a better future for STEM education – one that is shaped by the needs, strengths and ambitions of disabled and neurodivergent young people.

If you would like to find out more about STEM Futures or explore how your school or organisation could get involved, please contact: