PROMOTING STEM EDUCATION IN ENGLAND’S KEY STAGE 3 (KS3): A LITERATURE REVIEW OF SCHOOL LEADERSHIP STRATEGIES

Abstract

The effective promotion of STEM education at Key Stage 3 (KS3) in England requires robust school leadership approaches, yet evidence indicates that school leadership at this level remains marginalised. This study examined the effective school leadership strategies that promote STEM education at KS3, an often overlooked but critical phase in learners’ academic development. It investigated the role of school leadership in advancing STEM education, the effective strategies employed by school leaders at KS3, and the challenges they encounter. A systematic literature review was conducted, analysing findings from 15 studies selected from an initial pool of 55, drawn from England, Australia, and the United States. The study was guided by instructional leadership theory, which positions leaders as visionaries who support teachers and recommend professional development to enhance staff and student learning outcomes. Findings revealed that school leadership is fundamental in setting a vision, building STEM ecosystems, and advocating for STEM-related policies. However, challenges persist, including limited resources, the marginalisation of KS3 leadership, and misalignment between curriculum and policy frameworks. Instructional leadership emerged as the most suitable approach in fostering effective STEM education by shaping school culture, enhancing pedagogical practices, and strengthening institutional capacity to integrate STEM disciplines at KS3. The study highlights implications for policy and practice, such as prioritising school leadership at KS3 within leadership development frameworks and ensuring equitable resource allocation. Ultimately, instructional leadership’s emphasis on vision setting, teacher support, and curriculum coherence is essential for fostering STEM interest and improving learning outcomes in line with the complex demands of the twenty-first-century workforce