Confidence, not capability, Is holding back the next gen of women in STEM

Despite decades of campaigns aimed at encouraging girls into science, technology, engineering and mathematics (STEM), the numbers tell a familiar story. Our recent research revealed that young women and girls are still being failed by lack of support to enter STEM subjects, with 70% of young women in the UK expressing an interest in STEM subjects but only 28% believing they have the knowledge to study them at university level.

These students aren’t being held back by a lack of ability, but rather by doubts, fears of not measuring up, of being overwhelmed or being judged. In fact, half of those surveyed revealed that they worry the courses would be too challenging and over a third feel others don’t believe they’re capable.

Confidence is Critical to Economic Progress

This confidence crisis does not just represent a personal loss but a glaring warning sign for the wider economy. The World Economic Forum predicts that nearly 40% of key skills will shift by 2030, with STEM playing a dominant role in this evolution. The UK cannot afford to squander the potential of half its population at a time of unprecedented innovation and disruption.

If we want to future-proof our workforce, we need to address these barriers, and the first step is recognising that interest isn’t the issue. What’s really missing is the scaffolding of belief and support needed to convert interest into action.

Why Previous Initiatives Have Fallen Short

Much of the recent effort in widening participation has focused on visibility, for example highlighting successful women in STEM, creating outreach programmes, or hosting coding camps. Whilst these are undeniably valuable, they have not been successful at shifting the deeper perceptions that prevent many young women from imagining themselves personally in these careers.

Our survey shows that 42% of respondents believe STEM subjects are “too difficult” and 51% find their current classes “boring and unappealing”. It’s less a reflection of the material itself but a reflection of how it’s taught and contextualised. When curriculum design fails to connect STEM with young women’s lives, ambitions and creativity, it becomes another obligation rather than an opportunity.

Financial Pressure Adds Another Layer of Exclusion

Confidence issues are only part of the problem. Practical concerns compound the challenge. More than 60% of young women in our study are concerned about the workload associated with STEM, and 43% worry it would prevent them from taking on the part-time jobs which are increasingly necessary to fund a university education.

This creates a lose-lose scenario in which ambitious students are forced to choose between economic survival and academic aspiration. For many from less advantaged backgrounds, this is enough to deter them from taking STEM learning pathways altogether. Talent is being lost, not because it isn’t there, but because the pathway to success is obstructed.

Rethinking Higher Education for a Changing World

There is a clear need to reimagine what inclusive education looks like. Our approach at Walbrook is to make programmes flexible and learner centric, designed to fit around work and other commitments without sacrificing quality. By lowering financial and logistical barriers, this works to ensure that potential isn’t squandered due to circumstance.

We cannot afford to underestimate the value in bringing career relevance into the classroom. Courses should be crafted not just to pass exams but to equip students with the tools to thrive in fast-evolving industries. This connection to the real world is key to building confidence, as when students understand the “why” behind what they’re learning, they are more likely to believe in their capacity to master it.

This Is a Collective Responsibility

While institutions like ours have a major role to play, the responsibility doesn’t rest solely with universities. Businesses and policymakers must engage more directly in nurturing future STEM talent, particularly among women. That means providing mentorship schemes, sponsoring scholarships, and creating clear pathways from education into employment.

Just as crucial is early intervention. By the time students reach university, many have already made key decisions about the subjects they believe they’re “good at”. Building confidence must begin at the primary and secondary school levels, supported by parents, teachers and mentors who consistently reinforce the message: you belong here.

STEM Needs Women — and the Clock Is Ticking

The UK is on the cusp of a workforce transformation. STEM roles are at the forefront of this shift, and if we want to remain globally competitive, we need every capable mind in the mix. That includes the thousands of young women who, right now, are quietly doubting themselves out of life-changing opportunities.

This isn’t just a matter of gender equity. It’s a matter of national strategy. Encouraging more women into STEM isn’t about meeting diversity targets, it must be about filling critical skills gaps, driving innovation, and building an economy that reflects the talent of the society it serves.

Time for Action, Not Assumptions

We must stop assuming that women aren’t choosing STEM because they’re uninterested. The data clearly tells a different story. They are interested and they just need a system that believes in them as much as they believe in the promise of STEM.

It’s up to all of us to rebuild that system, and to do it with urgency. The next generation of innovators is already in our classrooms, and our job is to help them see just how far they can go.

The Walbrook Institute London

Since 1879, the Walbrook Institute London has prepared professionals for careers in finance, business, and technology. Formerly known as the The London Institute of Banking & Finance (LIBF), the new name is inspired by the Walbrook River, which once flowed through the heart of London’s financial district, and the represents evolution beyond finance into business, technology, and digital innovation.