New research highlights higher interest in tech careers amongst SEND students

Research by EngineeringUK and The Royal Society, published during National Careers Week (3 to 8 March), has found that young people with special educational needs and disabilities (SEND) have a higher interest in tech careers than non-SEND pupils. 

The new additional analysis comes from the Science Education Tracker, a survey of 7,200 young people in years 7 to 13 of their experiences and attitudes towards STEM (science, technology, engineering and maths) education and careers.  

The data highlights employment aspirations amongst students in state schools in England and found almost half (47%) of both SEND and non-SEND students are interested in a future career in engineering. 

Though, interestingly, more SEND students favoured a technology and computing career (43%) in contrast to non-SEND students (37%). 

Between now and 2030, engineering and technology jobs are expected to grow faster than other occupations, with engineering jobs expected to grow by a further 2.8%, adding 173,000 net new jobs.

Those at EngineeringUK have said that they would like to see more opportunities open up for disabled young people, who are currently underrepresented, making up 14% of the engineering and technology workforce compared to 18% in other occupations.  

Becca Gooch, head of research at EngineeringUK, said: “The data throws up some positive findings and it’s great to see both SEND and non-SEND students as equally interested in a potential future engineering career.  It’s also fantastic to see so many SEND students with careers interest in tech where we need a vast talent pool.

“We must ensure our future engineering and technology workforce are not only well prepared for future roles but are made aware of opportunities and entry routes in to training and employment. Engineering is such a broad sector offering so many diverse roles and opportunities for young people in the UK.”  

Tara Thomas, employment engagement officer at Ascent Autism Specialist College in Newton-le-Willows, commented: “We’ve also noticed a growing interest in digital careers. More young adults are identifying tech as a future career path, particularly in areas like game design, coding, computer building, and equipment maintenance. To support this, we have collaborated with the team at Digital Art Box CIC who have provided inset training for our staff through a company called Into Film. We have also been in touch with a local digital printing association that we’re hoping to work with in the future.

“The technology sector can be challenging when it comes to securing work placements for students, as many companies are large and have limited capacity to support autistic adults or work experience. Job coaches are provided, but many students also benefit from taster sessions to explore different aspects of work. Unfortunately, few tech companies offer this opportunity.”

About the barriers facing SEND students wanting to enter the sector, Tara added: “Another main barrier we’ve encountered in connecting with the tech sector is the specificity of its work. A lot of companies are unable to provide industry placements unless the individual is already at a level beyond entry-level position.

“This makes it challenging for us to offer opportunities for our students who benefit from gaining that exposure, but we are keen to overcome these challenges and eager to partner with a firm to support and develop career pathways into technology.”

The data from the research also showed that when it came to maths careers, there was little difference between the two cohorts, with SEND students (35%) and non-SEND students (37%), but fewer SEND students favouring a future science career (39%) than non-SEND (48%). 

SEND students were less likely than non-SEND students to engage in science or STEM online via Instagram, TikTok, YouTube and online news, or receive advice and guidance about careers from a range of different sources and undertake STEM work experience.  

The 2023 Science Education Tracker was published in 2024, followed by previous surveys in 2016 and 2019. The 2023 survey included questions, for the first time, specifically about engineering.

All SEND schools are included in EngineeringUK’s list of priority schools it engages with through its STEM programmes, and resources like Neon to help drive change and improve wider diversity amongst underrepresented groups in the engineering and technology industry.  

The full report can be read here.