Want to improve STEM education? Here’s how
Key points:
- Scaling up promising STEM innovations can boost STEM engagement
- 5 approaches that engage middle school students in STEM learning
- Early STEM career awareness drives success for students–and the economy
- For more news on STEM education, visit eSN’s STEM & STEAM hub
Federal agencies, states, and school districts should develop robust methods to expand the use of promising innovations that can improve STEM education from pre-K through high school, according to a new congressionally mandated report from the National Academies of Sciences, Engineering, and Medicine.
More News from eSchool News
Math is a fundamental part of K-12 education, but students often face significant challenges in mastering increasingly challenging math concepts.
Throughout my education, I have always been frustrated by busy work–the kind of homework that felt like an obligatory exercise rather than a meaningful learning experience.
During the pandemic, thousands of school systems used emergency relief aid to buy laptops, Chromebooks, and other digital devices for students to use in remote learning.
Education today looks dramatically different from classrooms of just a decade ago. Interactive technologies and multimedia tools now replace traditional textbooks and lectures, creating more dynamic and engaging learning environments.
There is significant evidence of the connection between physical movement and learning. Some colleges and universities encourage using standing or treadmill desks while studying, as well as taking breaks to exercise.
This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters. In recent weeks, we’ve seen federal and state governments issue stop-work orders, withdraw contracts, and terminate…
English/language arts and science teachers were almost twice as likely to say they use AI tools compared to math teachers or elementary teachers of all subjects, according to a February 2025 survey from the RAND Corporation.
During the seven years I served on the Derry School Board in New Hampshire, the board often came first. During those last two years during COVID, when I was chair, that meant choosing many late-night meetings over dinner with my family.
Five years ago this month, the World Health Organization officially labeled COVID-19 as a pandemic. In response, life as we knew it came to a halt, schools were canceled, and teachers rushed to transition to online learning.
The number of children diagnosed with developmental disabilities is on the rise, specifically attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD).
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