It’s time for Australia to connect the dots and put the M Back into STEM

The latest international rankings from the Trends in International Mathematics and Science Study (TIMSS) paint a troubling picture for Australia. Our students’ maths results are slipping, particularly among girls. This trend isn’t just an educational crisis, it risks turning into an economic one.

As we head into an election year, Australia’s leaders have an opportunity to recognise that reversing this decline is essential to delivering on?ambitious promises across energy, infrastructure, housing and innovation.

Maths is the foundation of a strong STEM workforce and without urgent action, Australia risks falling behind in its ability to solve the challenges of tomorrow.

There’s little point making bold political promises if, as a nation, we can’t sustain and grow a workforce with the skills to deliver on them. Engineers, data scientists and tech innovators are critical to achieving these goals.

Building this workforce starts in the classroom. Today, Australia is seeing a decline in both performance and participation in mathematics, especially among girls. It’s even bleaker for regional students, who are fifty percent more likely to be low performers than those in cities. Without reversing these trends our talent pipeline will dry up, leaving our nation unprepared for the demands of a rapidly evolving economy. Worse still, these challenges come at a time when global competition for STEM talent is fierce.

Australia is not alone in facing challenges in maths education, but other countries are showing us what’s possible with the right approach. Singapore, for instance, consistently ranks among the top performers in maths education globally. Their success is built on a rigorous, concept-driven curriculum and a strong emphasis on teacher quality.

For everyday Australians grappling with the cost of living, investing in maths education might seem disconnected from immediate concerns. But the reality is quite the opposite. The engineers, scientists, and technologists we rely on to design cost-effective energy systems or develop innovative housing solutions all began their journeys with a strong foundation in maths.

A robust STEM workforce isn’t just about creating jobs for the future, it’s about creating solutions to the challenges we face today. But with declining participation in maths, particularly among girls we’re limiting our potential.

Australia’s STEM sector already suffers from a severe gender imbalance. Currently, only 16 per cent of qualified engineers in Australia are women, and less than 50 percent of these women work in engineering roles. This isn’t just a matter of equity - it’s a missed opportunity.

Research consistently shows that diverse teams are more innovative and effective. A broader range of perspectives leads to better problem-solving and more creative solutions. For Australia to address complex issues like the energy transition we need diverse minds at the table.

Yet, girls’ participation in advanced maths is worryingly low. Cultural stereotypes, lack of role models and lack of maths-qualified teachers all contribute to a gender gap that starts early and widens over time. If we don’t tackle these barriers head-on, we’re effectively shutting the door on half of our potential talent pool.

In Mexico, almost 50 per cent of engineers are women. Spain boasts a figure of 40 per cent and Denmark 33 per cent. These examples highlight that significant improvement is achievable with clear goals, sustained investment and a commitment to equity and innovation.

This is not an issue that can be solved overnight, but there are clear steps that government, industry and educators can take to reverse the decline in maths education and close the gender gap.

Australia needs a national strategy for maths and STEM education that transcends political cycles. Bipartisan support is crucial to ensure sustained investment in teacher training, curriculum reform and classroom resources.

Maths must be made more engaging and relevant, particularly for girls. Real-world applications - like designing energy-efficient buildings or solving environmental challenges - should be front and centre in classrooms.

Visibility matters. Showcasing women engineers, scientists, and mathematicians in schools can inspire young girls to see STEM as a viable and exciting career path.

Australia’s challenges won’t wait, and neither can we. If our political leaders are serious about building a brighter future they must prioritise the maths education of today’s students, particularly young girls.

The stakes are high. Without decisive action Australia risks not only losing its competitive edge but also missing the opportunity to harness the full potential of its people.

It’s time to connect the dots, put the M back into STEM and ensure that every Australian child - regardless of gender - has the opportunity to build the future we all want to see.