Why Early STEM Engagement Matters: Lessons from Judy Marks, Otis CEO
It’s never too early to spark a lifelong love for STEM. Judy Marks, CEO of Otis—a $38 billion elevator and escalator firm—recently highlighted an alarming trend: when kids opt out of math and science around ages 10–12, they risk closing entire career doors (Business Insider). If we want to build a robust STEM workforce, we cannot let students slip away at a critical age.
Why ages 10–12 are pivotal
By late primary school students are developing learning habits, self-confidence issues, and perceptions about subjects that influence their choices. If math or science becomes “too hard,” “uncool,” or irrelevant, many decide not to continue. But choosing to disengage at 11 or 12 means missing the foundational skills needed for high school physics, advanced math, and coding—and that has a cascading effect on future opportunities in engineering, data science, or technology.
Keeping STEM relevant and fun
Marks doesn’t just warn—she offers solutions. She encourages businesses, educators, and parents to make STEM hands-on and relevant. When students see how math solves puzzles, how coding brings robots to life, or how science can tackle real-world problems, they’re more motivated. That’s exactly what RC Vision’s RC car racing does: it hides electronic circuits and engineering principles behind a track and a remote control. Suddenly, kids aren’t “learning”—they’re competing, collaborating, and creating.
Addressing gender and diversity gaps
Marks, one of the few women leading a massive industrial company, also calls out gender disparity in STEM. She argues that organisations lose out when they overlook female talent—especially in sectors traditionally dominated by men. When schools offer inclusive, hands-on STEM experiences—robotics clubs, science fairs, or engineering challenges—they send a message: everyone belongs. These experiences can counteract biases before they solidify.
Action steps for parents and educators
Start early: Incorporate simple STEM projects—like building circuits with a DIY kit or planting a garden to teach biology—before Key Stage 3.
Highlight role models: Share stories like Judy Marks’ journey. Show kids that STEM isn’t only for “geniuses”—it’s for problem-solvers and creative thinkers.
Make it playful: Hands-on activities—robotics, coding games, DIY experiments—turn abstract concepts into concrete fun. Don’t stop at textbooks.
Celebrate mistakes: In STEM, failure is feedback. Normalise trial and error so students don’t fear getting things wrong.
Connect to careers: Host visits from local engineers, run virtual tours of labs, or showcase how everyday products (phones, cars, medicines) rely on STEM.
The bigger picture
If children lose STEM confidence at 11 or 12, our future talent pipeline weakens. Industries—from aerospace to biomedicine—will face skill shortages. By engaging students early, we ensure they have the “science capital” to explore, innovate, and solve tomorrow’s challenges. Judy Marks’ warning is not alarmist—it’s a call to action. We have the tools and the know-how. Now, let’s keep students curious, supported, and excited about STEM, so they can build the careers of their dreams.
Keywords: UK STEM education, social mobility, Lifting Lives programme, AI tutoring, STEM careers, vocational pathways, digital inclusion
