# data[].attributes.body
Regardless of any students background, you can ensure a student in their pursuit of STEM by providing them the knowledge and give them the opportunity to explore within the system. In order for students to feel valued, educators should expose them to different activities, experiments, and connect real life experiences that allow students to explore a field or an interest in STEM. Because there will always be barriers to knock down, educators can help remove them by understanding their students on a personal level. Making them feel like your classroom is a safe place, allows them to open up and participate in class.

# data[].attributes.body
One way we can ensure that all students feel valued and capable of pursuing STEM is to share ground breaking accomplishments of people who have similar backgrounds or shared cultures. Scientists are all around the world and from all different walks of life. As far as removing barriers, I would say introducing students to opportunities that are accessible to them whether virtual scholarships to encourage them or online videos and other websites available that align with their interest. Taking the time to support them.

# data[].attributes.body
We can ensure every student regardless of their background/self-perception feels valued by pursuing STEM by identifying any inequities and implementing actions by supporting the children. We have to align with support systems when facing these challenges in schools.

(Piper)

# data[].attributes.body
Peer Mentoring: Let the older kids teach the younger ones. It builds the "expert" identity.

Make it "Real World": STEM shouldn't be abstract. If you're teaching physics, use the school’s broken heater or the trajectory of a basketball in the gym. When students see STEM as a tool to fix their own world, they feel empowered to master it.

Failure as a Feature: Celebrate the "epic fails" in experiments. If the bridge collapses, you didn't fail; you found a way it doesn't work.

Cultural Connection: Validate their backgrounds. Use examples that resonate with their community. STEM isn't just "white coats in a lab"; it's the chemistry of soul food or the engineering of the city's architecture.

# data[].attributes.body
I feel like, as educators, we could show our students all of the possibilities out there based on their individual likes and interests. For example, I may have a student who loves animals but only a specific family of them, and as an educator, I could show students other opportunities out there, tailored to their likes and interests, rather than just telling them to become a Veterinarian or to "work with animals". Strategies we could use to remove barriers could be simply learning our students and the "vibe" of the class, and then incorporating that information into lessons and labs. That way, everyone feels like they got to experience at least one lab, experiment, or experience that is surely aligned with them, ensuring that everyone feels seen, heard, loved, and valued. (Azaria)

# data[].attributes.body
To ensure every student feels valued and empowered to pursue STEM, educators must cultivate inclusive learning environments that build confidence, eliminate barriers, and foster a sense of belonging. This can be accomplished by employing diverse role models, promoting a growth mindset, and designing lessons that connect STEM concepts to relatable real-world experiences. By providing flexible learning opportunities, access to resources, and supportive feedback, educators can address differences in background and self-perception. When students feel supported, represented, and encouraged, they are more likely to perceive themselves as capable learners and persevere in STEM fields. (shaniya)

# data[].attributes.body
Schools must ensure that every student feels wanted, ready, and able to attend school and thrive in STEM. Teachers can promote a growth mindset by teaching students that skills improve with practice and hard work. There needs to be positive exposure to diverse role models in STEM so students see people like themselves succeeding in these fields. Relevance to students’ lives and interests is important to increase engagement and motivation. Ensuring equal access to resources, technology, and extra support combined with encouraging collaboration rather than competition removes barriers to confidence. Students are more likely to pursue STEM when they feel supported, represented, and capable.

# data[].attributes.body
Being inclusive in the classroom and allowing for open discussion and present it in ways that lowers the rate of negative student feedback. When it comes to group discussions I would make sure to ask "What do you think?" It allows for the student to answer without the stress of is this right or wrong.