Designing for equity: A rapid review of STEM intervention strategies and outcomes for disadvantaged students

Abstract

Despite significant recent growth in the Science, Technology, Engineering and Mathematics (STEM) fields, disadvantaged groups continue to face systematic barriers in accessing STEM education opportunities. In response, a wide range of K–12 STEM interventions have emerged to address these inequities. This rapid review synthesises evidence from ten empirical studies to identify effective strategies for engaging students from disadvantaged backgrounds, with attention given to programme implementation, student outcomes and equity‐focused considerations. The results indicate that common implementation strategies included a focus on settings, duration and design; all of which were associated with increased STEM aspirations or participation in disadvantaged learners. Additionally, equity considerations included mentorship components, provision of resources, early intervention, wayfinding, alternative teaching approaches, intersectionality, and cultural relevance and situated learning. These findings are discussed through the lens of the UNESCO (2017) ecological framework, showcasing the multifaceted approaches used to support and uplift disadvantaged groups. Future STEM interventions should acknowledge the complex identities these students hold. Implications for practice and future research are discussed, with collaborative development with target populations and longitudinal research being recommended. Ultimately, this review expands the discussion in this area, particularly in relation to equitable solutions to the disparities in STEM education and the workforce, and provides actionable insights for educators, policymakers and programme designers.

Rationale for this study: Persistent inequalities limit disadvantaged students' access to STEM education. This study synthesises evidence on STEM interventions to identify which approaches most effectively support equitable STEM participation.

Why the new findings matter: These findings deepen understanding of how STEM interventions support disadvantaged learners by identifying implementation strategies that enhance aspiration and participation, while highlighting equity considerations.

Implications for policymakers, practitioners, the public and researchers: Practitioners can use these insights to design equity‐centred STEM interventions. Policymakers should prioritise sustained investment in programmes addressing structural disadvantage. Researchers are encouraged to conduct longitudinal, intersectional evaluations to assess lasting impact. Funders can support evidence‐based models that widen participation and strengthen future STEM workforce diversity.