Recent national data paints a concerning picture for science in Australian classrooms. The NAP–Science Literacy assessment found that 43% of Year 6 students and 46% of Year 10 students are falling short of the expected standard.
What’s even more telling is the confidence gap. Around one in four senior students say they don’t feel confident solving science problems — despite most recognising how important science is to society.
Against this backdrop, questions are being raised about the Federal Government’s National STEM School Education Strategy (2016–2026), long seen as the foundation of Australia’s approach to STEM in schools. A decade on, there’s growing concern it hasn’t delivered the lift many had hoped for.
In a recent Pre-Budget Submission, Science and Technology Australia warned the nation’s STEM capability is facing a “severe crisis”, with urgent action needed to avoid losing critical research capability and talent.
A big part of the challenge starts early. Engagement in science during the primary years plays a crucial role, with research consistently showing that students exposed to science from a young age go on to build stronger literacy and confidence in the subject.
That’s where organisations like Street Science come in. Through curriculum-aligned incursions, live shows and hands-on workshops, the company is working to spark curiosity early — and keep it alive.
Crowded curricula pushing science to the sidelines
Brook Anderson, General Manager at Street Science said across Australia, there’s a clear recognition that science education matters more than ever, but there’s still a gap between intent and delivery.
“School leaders are navigating crowded curricula, increasing compliance demands, and varying levels of teacher confidence in science. As a result, science can often be the subject that gets squeezed,” Anderson told The Educator. “What we’re seeing is that where science is prioritised and supported, students are highly engaged.”
Where science is deprioritised, it can become overly theoretical and disconnected from real life, Anderson noted.
“At its core, science shouldn’t feel like just another subject, it’s about understanding how the world works. It’s curiosity, exploration, and enquiry in action,” he said.
“The challenge and opportunity is how we support schools to deliver that while still operating within a system that naturally leans toward structure, assessment, and ‘right or wrong’ outcomes.”
Right now, the state of play is mixed, said Anderson.
“There are pockets of excellence, but consistency is the challenge,” he said. “The opportunity lies in making science more visible, more experiential, and more embedded across the school, not something that sits on the sidelines.”
Hands-on learning key to rebuilding confidence
A key factor behind declining confidence is that many students experience science as something to memorise rather than explore, Anderson pointed out.
“When learning becomes overly theoretical, students disengage quickly, especially if they can’t see how it connects to their world,” he said. “Teacher confidence also plays a role, particularly in primary settings where educators may not have a strong science background.”
Hands-on science shifts that dynamic, Anderson said.
“It gives students permission to question, test, and discover, which builds both understanding and confidence,” he said. “More importantly, it changes the emotional experience of science, from ‘getting it right’ to being curious.”
Anderson said getting students genuinely involved in their learning can change the entire feel of the classroom.
“When students are actively involved, we consistently see a lift not just in engagement, but in confidence, retention, and willingness to participate,” he said. “That’s when science starts to feel less like a subject and more like a way of thinking.”
Future STEM skills demand curiosity and critical thinking
Anderson said while there is strong growth in areas like renewable energy, environmental science, data science, and advanced manufacturing, industries that are shaping Australia’s future economy, the common thread isn’t just technical knowledge, it’s capability.
“The most valuable skills are problem-solving, critical thinking, adaptability, and the ability to apply knowledge in real-world contexts,” he said. “Communication is also becoming increasingly important, particularly when it comes to translating complex ideas.”
Anderson said this is where science education plays a critical role, particularly in the primary years.
“At its best, science builds the muscle of curiosity. It teaches students how to ask better questions, explore possibilities, and think beyond what’s currently known,” he said.
“However, many classroom environments still lean towards a framework of right vs wrong, possible vs not possible. While important, that can unintentionally limit exploration.”
Anderson said the future will reward those who can imagine what’s not yet possible and have the confidence to test and explore those ideas.
“When students are given opportunities to investigate, experiment, and think independently, they’re not just learning science, they’re developing the mindset needed to thrive in future STEM careers.”
Early engagement crucial to long-term science success
Anderson said the most important message is that engagement must come before outcomes and that starts much earlier than we often think.
“There is currently a strong focus on senior science outcomes, but by that stage many students have already decided whether science is ‘for them’,” he said.
“If students don’t build confidence, curiosity, and a positive relationship with science in their primary years, they are far less likely to pursue it later, regardless of opportunity.”
That’s why early exposure matters, said Anderson.
“We need to create environments where science is experienced, not just taught, where students can explore, experiment, and connect what they’re learning to the real world,” he said. “That means investing in teacher support, prioritising hands-on learning, and recognising that confidence is built through doing.”
Encouragingly, said Anderson, there is strong intent across the system.
“We are on the right path, but progress will depend on how consistently that intent is translated into practice at the classroom level,” he said.
“If we get that right, we won’t just improve science outcomes, we’ll build a generation of more curious, capable, and confident thinkers.”