Key points:

STEM workforce shortages are a well-known global issue. With demand set to rise by nearly 11 percent in the next decade, today’s students are the solution. They will be the ones to make the next big discoveries, solve the next great challenges, and make the world a better place.

Unfortunately, many students don’t see themselves as part of that picture.

When students struggle in math and science, many come to believe they simply aren’t “STEM people.” While it’s common to hear this phrase in the classroom, a perceived inability in STEM can become a gatekeeper that stops students from pursuing STEM careers and alters the entire trajectory of their lives. Because of this, educators must confront negative STEM identities head on.

One promising approach is to teach decision-making and critical thinking directly within STEM classrooms, equipping students with the durable skills essential for future careers and the mindset that they can decide on a STEM career for themselves.

Teaching decision-making

Many educators assume this strategy requires a full curriculum overhaul. Rather, decision-making can be taught by weaving decision science theories and concepts into existing lesson plans. This teaching and learning of skillful judgment formation and decision-making is called Decision Education. 

There are four main learning domains of Decision Education as outlined in the Decision Education K-12 Learning Standards: thinking probabilistically, valuing and applying rationality, recognizing and resisting cognitive biases, and structuring decisions. Taken together, these skills, among other things, help students gather and assess information, consider different perspectives, evaluate risks and apply knowledge in real-world scenarios. 

The intersection of Decision Education and STEM

Decision Education touches on many of the core skills that STEM requires, such as applying a scientific mindset, collaboration, problem-solving, and critical thinking. This approach opens new pathways for students to engage with STEM in ways that align with their interests, strengths, and learning styles.

Decision Education hones the durable skills students need to succeed both in and out of the STEM classroom. For example, “weight-and-rate” tables can help high school students evaluate college decisions by comparing elements like tuition, academic programs, and distance from home. While the content in this exercise is personalized and practical for each student, it’s grounded in analytical thinking, helping them learn to follow a structured decision process, think probabilistically, recognize cognitive biases, and apply rational reasoning.

These same decision-making skills mirror the core practices of STEM. Math, science, and engineering require students to weigh variables, assess risk, and model potential outcomes. While those concepts may feel abstract within the context of STEM, applying them to real-life choices helps students see these skills as powerful tools for navigating uncertainty in their daily lives.

Decision Education also strengthens cognitive flexibility, helping students recognize biases, question assumptions, and consider different perspectives. Building these habits is crucial for scientific thinking, where testing hypotheses, evaluating evidence objectively, and revising conclusions based on new data are all part of the process. The scientific method itself applies several core Decision Education concepts.

As students build critical thinking and collaboration skills, they also deepen their self-awareness, which can be transformative for those who do not see themselves as “STEM people.” For example, a student drawn to literacy might find it helpful to reimagine math and science as languages built on patterns, symbols, and structured communication. By connecting STEM to existing strengths, educators can help reshape perceptions and unlock potential.

Adopting new strategies

As educators seek to develop or enhance STEM education and cultures in their schools, districts and administrators must consider teacher training and support.

High-quality professional development programs are an effective way to help teachers hone the durable skills they aim to cultivate in their students. Effective training also creates space for educators to reflect on how unconscious biases might shape their perceptions of who belongs in advanced STEM coursework. Addressing these patterns allows teachers to see students more clearly, strengthen empathy, and create deeper connections in the classroom.

When educators come together to make STEM more engaging and accessible, they do more than teach content: they rewrite the narrative about who can succeed in STEM. By integrating Decision Education as a skill-building bridge between STEM and students’ everyday lives, educators can foster confidence, curiosity, and a sense of belonging, which helps learners build their own STEM identity, keeping them invested and motivated to learn. While not every student will ultimately pursue a career in STEM, they can leave the classroom with stronger critical thinking, problem-solving, and decision-making skills that will serve them for life.

Creating that kind of learning environment takes intention, shared commitment, and a belief that every student deserves meaningful access to and engagement with STEM. But when the opportunity arises, the right decision is clear–and every school has the power to make it.