An analysis of the Annual Population Survey which is produced by the Office for National Statistics, reveals the gender split in STEM roles within the UK.

The analysis, conducted by Burgess Hill Girls’ School, compared the number of men and women reported to be in STEM roles from January to December 2021 with those from October 2023 to September 2024 (the most recently available data) to understand how the number of roles had changed over that period. The UK saw numbers for both men and women fall across the two periods, with STEM roles for men falling by 7.43% and a drop of 13.51% for women.

The only UK nation to see numbers rise was Northern Ireland, which saw a 22.59% rise for men and a 12.64% rise for women.

Scotland saw the largest fall for women, seeing roles for women in STEM drop by 29.89% overall, while the highest fall for men was found in Wales with a reduction of 10.32%.

Anne Pithie, Director of Marketing and Communications at Burgess Hill Girls’ School gave her thoughts on the changing numbers:  “We often hear about the importance of Women in STEM, but phrases like this and the numbers behind them are often used without context. Ensuring a diverse range of perspectives and inputs means that the problems that STEM roles tackle can be solved more effectively, and in ways that account for the needs of the full population.

“Seeing numbers fall in STEM occupations is disappointing, especially seeing numbers for women fall at a higher rate when they’re already under-represented. Burgess Hill Girls’ School aims to empower girls, both within our school and the wider community, to achieve their personal and academic goals.

“This means ensuring that opportunities and pathways are available for them to pursue careers that might not be traditionally encouraged. If we want to see these numbers moving in the right direction, we all have a responsibility to ensure that as many doors are open, giving all children the ability to walk through them.”

“When we look at the actions that Northern Ireland has taken within the past two decades, we can see why their numbers are rising. Its unique situation during Brexit has attracted more fintech and cybersecurity businesses, meaning more roles in STEM sectors would become available.

“Still, their efforts in promoting these subjects as key educational sectors, starting with their ‘Success through STEM’ programme in 2011, have seen rises in the number of students studying those subjects at GCSE level, as well as an increase in engineering apprenticeships in recent years.

“This has meant that Northern Ireland has been able to meet the demand of new roles, with a qualified workforce, where other UK nations have suffered from an ongoing skills gap.”

What can the UK do to improve these statistics?

To improve the number of women in STEM roles, the rest of the UK can draw valuable lessons from Northern Ireland’s proactive approach. A key strategy is early and sustained engagement with STEM education. Northern Ireland’s “Success through STEM” programme, launched in 2011, promoted STEM subjects from GCSE level onwards, helping build a qualified talent pipeline. Similar nationwide efforts—particularly in England, Scotland, and Wales—could help reverse declining trends.

Additionally, increasing access to engineering apprenticeships and aligning education with industry demand, especially in emerging fields such as fintech and cybersecurity, will help bridge the skills gap.

The UK should also invest in outreach initiatives that counter gender stereotypes, support mentorship programs for girls, and ensure greater visibility of female role models in STEM fields. Crucially, policies must focus not just on recruitment but also on retention and career progression for women in STEM, creating an inclusive and supportive work environment.