What I Learnt From a Year of Being a STEM Ambassador

Note: I was supposed to finish this post months ago, in July, but life got busy - sorry! I've finally finished...just know that I started writing in July (the end of the school year):

As Year 10 has come to an end, I thought that it would be nice to do a post focusing on my experience as being a STEM Ambassador this year. At the start of the year, I signed up to be a STEM Ambassador - someone who helps lead and inspire younger students in science, technology, engineering and maths. I wanted to be a STEM Ambassador because I love science, and I wanted to share that love and enthusiasm with younger students so that they could also find a love for STEM. My main role? Running our school's STEM Club for year 7 and 8 students. At first, I thought it would be simple: plan a few fun experiments, show up to present, and everything else would run smoothly. I quickly learned that leading a club takes planning, a lot of patience, and a surprising number of late night text messages.

Behind the Spreadsheet: Planning STEM Club

The first couple of months were all about planning STEM Club. And as someone who loves spreadsheets, I volunteered to take the lead in preparing the sessions and organising the team. The spreadsheet had a rotation of Biology, Chemistry, Physics, Engineering and Maths activities. Each STEM Ambassador took responsibility for planning and preparing one session...(and I somehow ended up doing eight).

We even made a rota to make sure six STEM Ambassadors would be there each week to run the club. What I didn't expect was the amount of drama, upset messages and tears a spreadsheet could cause (but we don't talk about that!).

Running STEM Club: Chaos and Curiosity

Each week, we planned and delivered a different session - from DNA Sweet models, to balloon cars, to moebious strips - there was a huge range of activities that we were sure the children would love! Of course, planning the sessions was only half the challenge. Actually running them was a whole new experience - and it was an experience I absolutely loved. When I first started presenting, I was surprisingly nervous about standing at the front of a classroom of lively Year 7s and 8s and hoping that they would listen, understand, and enjoy what we prepared. As someone who loves public speaking, and does it often, I thought it would be easy - but it turns out it was more difficult in front of your teachers and people in the same school as you! But after a few sessions, I grew much more confident and really enjoyed leading and presenting.

Most of the experiments worked well, with only a few minor disasters, and the students were so enthusiastic that even when things didn't go perfectly, they still had fun. What amazed me the most was how much they already knew - some of the Year 7s were asking questions that we had just learnt the answers to this year! It made me realise how curious and capable younger students can be when they're given the chance to explore. In the end, STEM Club wasn't just fun for them, it was fun for us too. It reminded me why I love science, and watching younger students be so enthusiastic about learning truly made me happy.

What I've Learnt From Being a STEM Ambassador

Looking back, being a STEM Ambassador has taught me so much more than I expected. At the beginning, I thought that every session had to run perfectly - that the experiment had to work exactly as planned, the presentaion had to go smoothly, and everything had to be organised down to the last detail. No mistakes allowed - else the kids wouldn't enjoy it. But I've learnt that it really didn't always have to be perfect. Did I make mistakes? Absolutely - I messed up countless times and I was annoyed at myself for it. Did everything go exactly to plan? Not at all - but it didn't matter. What really mattered is that the students enjoyed themselves, they learnt something new, and they left each session with even more love and enthusiasm for science than before. I realised that making mistakes was normal and inevitable - what was important was to think fast, try again, and keep going. The children didn't mind if something went wrong, they were having fun regardless.

I also learnt how important it is to adapt when things don't go as expected - whether its an experiment that doesn't work or a last minute change in plan. Once, somebody told me an hour before the session that they hadn't submitted an order form, planned their session or made their powerpoint. After panicking for a few minutes, I knew that I had to think fast and come up with a solution. So I completed my computer science work as fast as physically possible, and used the rest of the lesson to make a powerpoint for a session all about ciphers. Admittedly, it wasn't the best session of the year, but the kids probably didn't know that I had put it together with an hour's notice! That experience really showed me how to stay calm under pressure and be resourceful - two skills I didn't really think I'd learn from running a STEM Club. It also made me realise that enthusiasm matters more then perfection - after all, the students still had fun and asked questions. It's moments like those that taught me to think on my feet, stay calm, and find creative solutions (and sometimes to just laugh it off and move on!) when things don't go to plan. It reminded me that inspiring curiosity is far more important than getting everything exactly right.

Overall, being a STEM Ambassador has been one of the most rewarding experiences of Year 10 and definitely one of my favourite leadership roles. It's helped me grow in confidence, communication, teamwork and leadership, and I've truly loved it!