Ainsley is the high school science teacher at the Sir James Whitney School for the Deaf in Belleville, Ontario. She teaches science and scientific concepts to students whose English and ASL literacy are often poor. She is dedicated to being a role model as a deaf scientist and educator, is highly praised by her colleagues for her commitment to her students’ growth and learning, and is laser-focused on the complex challenge of nurturing an inclusive STEM learning environment for her students.

Arabi Karteepan is a trailblazing ambassador for women in science and engineering, redefining perceptions and pushing the boundaries of what girls can achieve. As Head of Physics, she founded Astrogazers in 2021, a STEM club dedicated to opening opportunities for girls interested in space exploration and empowering them to envision themselves as future leaders in STEM. Arabi works tirelessly to break down barriers by engaging scientists, engineers, media and politicians, showcasing her vision and leadership.

In 2023 she led Astrogazers in the first-ever double stratospheric weather balloon experiment, earning a standing ovation at the Centre for Earth Observation Instrumentation conference. Their ongoing Mission Pegasus aims to be the first girls’ school in the world to reach space by launching a satellite into orbit. A major milestone was achieved through the instrument flight demo in July 2025, featured on BBC London News, leading to praise in the House of Commons for Astrogazers as an exemplar for engaging girls in STEM.

The mission continues to gain national attention, impacting the UK at the highest level by inspiring parliamentary discussion on girls in STEM, resulting in formal acknowledgement through Early Day Motion 1685 and national exposure on BBC Politics London. Arabi’s achievements have earned encouragement from the Mayor of Croydon, Natasha Irons MP, Mayor Sadiq Khan, and the UK Space Agency.

Arabi’s knowledge dissemination and engagement with regional and national education bodies highlight her commitment to advancing physics education on a broader scale. Her impact extends far beyond her school through outreach talks, such as at Ark Blake Academy, where one teacher reflected: “It was an incredible opportunity to witness the power of one woman giving voice to countless others.

Arabi is pioneering a new model for STEM outreach, inspiring educators, scientists, engineers and influential politicians to support young people raise their ambitions and reach for the stars.

Claire is a dedicated educator with over 15 years of experience, specialising in computing for the last decade. She teaches computing to approximately 360 pupils from Year 1 to Year 6. To continuously improve her practice, she completes CPD in her own time and networks through LinkedIn. Claire ensures a progressive computer science curriculum across all primary year groups, utilising a range of both “unplugged” and device-based lessons. She incorporates practical coding into her teaching and has developed specific units using Micro:bits.

Science is at the forefront of everything Hannah does in the classroom, and her enthusiasm for STEM is both clear and contagious. She is deeply passionate about making science exciting, and that passion rubs off on her students, sparking their curiosity and encouraging them to explore the world around them.

Hannah is always looking for creative ways to bring science to life. Whether through hands-on experiments, interactive lessons, or real-world problem-solving, she ensures that her students engage with STEM in meaningful and memorable ways. She also believes that learning shouldn’t be confined to the classroom. Rain or shine, she is committed to outdoor science experiences – like the time during Science Week when she and her students braved a downpour to launch their handmade bottle rockets, turning an unexpected challenge into a moment of shared excitement and discovery.

Beyond experiments and activities, Hannah helps her students connect STEM to the world around them. She highlights real-world STEM issues and introduces them to influential scientists from diverse backgrounds, ensuring they see role models who inspire them to believe that they, too, can make a difference in STEM.

Holly has made a significant and sustained contribution to improving the overall grade profile, exam readiness, and attendance of the girls in her classes through carefully planned teaching and consistent support. She uses detailed tracking of assessment data to identify gaps in knowledge early, then adapts lessons to revisit weaker areas such as forensic terminology, evaluation skills, and the application of scientific principles to case scenarios. For example, she provides scaffolded exam-model answers, annotated exemplars, and structured writing frames that help students clearly understand what is required to achieve merit and distinction grades. Regular low-stakes quizzes and retrieval practice are embedded into lessons, ensuring knowledge is retained and students feel confident recalling information under exam conditions.

To build exam readiness, she delivers a clear revision programme that includes timed exam questions, full mock examinations, and personalised revision checklists based on individual performance. She explicitly teaches exam techniques, such as command words, time management, and how to structure extended responses, reducing anxiety and increasing accuracy. Girls who previously lacked confidence now approach exams with a clear strategy, evidenced by improved mock outcomes and more consistent performance across units. Attendance has improved as a result of her engaging and purposeful lessons, particularly during practical crime scene investigations and focused revision workshops that students value and do not want to miss. She also maintains strong communication and high expectations, reinforcing the importance of attendance for success. Collectively, these approaches have led to higher levels of commitment, stronger exam performance, and a noticeable improvement in both academic outcomes and learner engagement.

Iris Smit, PhD, is a lecturer in mathematics at the Delft University of Technology. Iris got her PhD at the University of Amsterdam, doing research in complex dynamics. Iris exemplifies the transformative impact that dedicated mathematics educators can have on learners across institutional boundaries. Through Iris’s innovative work in the Grasple learning platform, Iris has created an extensive resource library comprising at least 2,255 mathematical exercises deepened with personal detail and answer-specific feedback. Iris refined and enhanced a further 2,609 exercises created by other educators through continuous improvement. More significantly, every resource she has developed is openly licensed, reflecting a genuine commitment to democratising mathematics education.

Iris’ influence extends far beyond her own classroom. The materials Iris has crafted support an additional 481 teachers in their practice, multiplying her pedagogical impact exponentially. These educators, in turn, have used her resources to engage 24,117 students with mathematics. This scale of reach demonstrates not merely prolific output, but work of demonstrable quality and accessibility.

What truly distinguishes Iris’ contribution, however, is her educational philosophy. Iris maintains a quiet but assured conviction that every student possesses the capacity to learn mathematics. This belief translates into practice through Iris’ measured, confident teaching approach that systematically builds student confidence and capability. The consistently high marks Iris receives in student feedback surveys validate this methodology, showing that her students feel genuinely supported and empowered in their mathematical learning.

In an era where many young people experience mathematics anxiety, Iris’ work stands as a beacon of inclusive, evidence-based pedagogy. Iris has not simply created tools; she has fostered a culture where mathematics becomes accessible, enjoyable, and achievable for all learners.

Jillian is an innovative STEM educator whose work has transformed how elementary students experience not just science, technology, engineering, and mathematics, but empowering others to make a meaningful impact on our world. With a master’s degree in Instructional Design and Educational Technology from the University of Central Florida and more than a decade of teaching experience, Jill is dedicated to creating engaging, inclusive STEM learning opportunities that inspire students to see themselves as current and future innovators.

Jill has developed hands-on, inquiry-driven STEM experiences that allow students to apply real-world problem-solving skills. She designed and implemented a dedicated makerspace and STEM lab in her local school where students engage in robotics, coding, engineering design challenges, and 3D printing projects. It is a safe place for students and teachers to take risks and have fun with their learning while seeing classroom knowledge be applied in a tangible way. Through these experiences, students learn to collaborate, prototype, test ideas, and iterate using the engineering design process. Her project-based approach encourages creativity, resilience, and critical thinking while making complex STEM concepts accessible and exciting for young learners.

Her innovative instructional practices have earned national recognition, including being named a Curriculum Associates Extraordinary Educator. Jill integrates emerging technologies such as robotics platforms, LEGO engineering systems, and coding tools into meaningful learning experiences that empower students to design solutions to authentic challenges. By combining technology, creativity, and inquiry-based learning, she helps students develop both technical knowledge and the confidence to tackle complex problems.

Jill also contributes significantly to the broader STEM education community. She serves as a LEGO Education Ambassador and an Aldrin Family Foundation Ambassador, collaborating with global education organizations to promote high-quality STEM instruction. She regularly shares her expertise with other educators through conference presentations, professional learning events, social media, and webinars. Whether presenting at conferences such as the Space Exploration Educators Conference at Kennedy Space Center or sharing classroom ideas online, her goal is to help other teachers learn more about STEM education and become inspired to bring similar opportunities to their own schools and communities. By encouraging educators to turn inspiration into action, she helps expand access to meaningful STEM experiences far beyond her own classroom.

A defining aspect of Jill’s work is her commitment to encouraging girls to pursue STEM. She intentionally creates learning environments where girls feel confident exploring engineering and technology. To further support this mission, she founded and led a Girls Who Code club at her school for two consecutive years. The program quickly became one of the most sought-after extracurricular opportunities on campus. Demand was so high that the club required a waitlist, and multiple sessions were offered each school year to accommodate the large number of girls eager to participate. Through this program, Johnson helped students develop programming skills, leadership, and a strong sense of belonging in STEM.

Jillian’s impact extends far beyond the classroom. Her students gain confidence, curiosity, and a growth mindset while discovering that they are capable of solving complex problems and creating innovative solutions. By combining cutting-edge technology, inclusive practices, and a passion for discovery, Johnson empowers the next generation of scientists, engineers, and innovators. 

Katie is very committed to STEM education and its benefits for her students, including how/where they can utilise education in STEM further.

For over two years, she has worked with InnovateHer for students to undertake the STEM activity the school offers on top of her day-to-day job and its requirements. Because of the time, effort and work she has invested into STEM education, girls at GCSE levels studying computer science increased by 300% in the last year.

The work she has done and continues to do inspires students into new potential career paths, and that they are able to achieve what they want.

Katy is a inspirational teacher who is passionate about STEM and about breaking down gender stereotypes. 

Katy leads Teaching and Learning across the whole school and is Head of Science. She is open-minded, forward thinking and always striving for a better tomorrow for the school’s young people.

In her own life she models behaviours which support her thinking and is always looking for ways to be more environmentally friendly – leading by example. Guests Katy invites to our school inspire the girls to consider careers in STEM jobs and let them know that nothing is out of their reach.

Lara is a passionate advocate for women in science, dedicated to breaking barriers, challenging stereotypes, and inspiring future generations. As a researcher, mentor, and role model, she encourages young girls to pursue their scientific interests fearlessly while actively supporting students in exploring diverse university pathways beyond traditional forensic science.

Committed to modernising education, Lara uses innovative teaching methods to ensure learning is adaptable to every student’s needs. She provides personalised support, guiding students from skill development to university applications and entry into scientific careers. With a strong focus on fostering inclusivity and diversity in STEM, she is dedicated to creating a scientific community where everyone, regardless of background, has the opportunity to thrive and make a meaningful impact.

As a dedicated primary school teacher at Caroline Haslett School in Milton Keynes, Lucy has demonstrated an unwavering commitment to fostering a love for STEM among young learners.

Last year Lucy won a national award for Engineering – the prestigious David Clark Prize, celebrating exceptional educators who inspire the next generation of engineers. This enabled her school to receive £12,000 over three years to support their STEM engagement projects. 

Beyond her teaching responsibilities, Lucy has taken significant strides to enhance her expertise by recently completing the Computer Science Accelerator Course and earning a Certificate in Primary Computing. She has applied this knowledge to create engaging and impactful learning experiences for her students and has even worked as a contractor at our Automation company FESTO in order to gain a deeper understanding into engineering.

One of Lucy’s most outstanding contributions is her leadership in running an after-school STEM club, utilising Educademy resources to bring science, technology, engineering and mathematics to life. Through hands-on activities, students build models to take home, allowing them to extend their learning beyond the classroom and fostering a passion for innovation.

Lucy is also a champion for diversity in STEM, playing a pivotal role in her school’s recognition as an iBelong Champion in December 2024. Through targeted initiatives, she has successfully encouraged more girls to engage with Computer Science, helping to bridge the gender gap and empower the next generation of female engineers and technologists. Lucy arranges for the Year 6 girls to carry out a workshop in school enabling children to investigate the unheralded contribution of Female Computer Scientists in History (our school is named after Caroline Haslett, a renowned scientist), code with Scratch, Code using Python as well as work with Physical Kits including AI, VR, and AR.

Furthermore, Lucy arranges annual face-to-face visits to the school from inspiring engineers including Runner Up of the Engineering Apprentice Rising Star Precious Akintimehin. She also invited Stem Ambassador Nick Hughes and Alan O’Donogue who helped the children explore the potential for STEM to solve problems.

Lucy also now annually encourages children to enter the Primary Engineer competition, If You Were an Engineer, What Would You Do? Her commitment to inspiring young innovators was exemplified when a pupil from our school was selected as having a the Winning design for Year 5, recognising their creative engineering solution.

In March 2025, she arranged for children in Year 2 to take part in a Network Rail competition where they designed World Book Day trains.

For the past three years, Lucy has entered children from Key Stage 2 into the Bebras Challenge, a global competition focused on Computational Thinking. Her dedication to developing students’ problem-solving abilities has led to outstanding results, with the children achieving around 17% above the national average in Computational Thinking.

Her impact extends beyond the school walls. At a recent BCS BBN Prize Award Presentations, Lucy took a team of highly trained digital leaders from our school to Cranfield University, where they competed against schools from Bedford Borough, Central Bedfordshire, Luton, Milton Keynes, Buckinghamshire plus North and West Northamptonshire. Under her guidance, the Year 6 children secured first place for their innovative Online Safety Coding project, showcasing their coding ability and problem-solving skills on a competitive stage.

Lucy runs a weekly club with her digital leaders. This is a group of children with a passion for technology who want to share their knowledge with others and promote the use of all things digital throughout school. Being a Digital Leader is a fantastic opportunity to take on responsibility, learn new skills, develop and demonstrate leadership skills. In November Lucy worked with these children to run a staff meeting where these children trained the staff up to ensure there was productive and safe use of AI within the school.

Lucy’s passion, dedication, and unwavering commitment to inspiring young minds make her an ideal recipient of a STEM educator Award. Her ability to nurture curiosity, instil confidence, and foster a culture of innovation in her students is truly exceptional. By recognising Lucy with this award, we celebrate not only her individual achievements but also the transformative impact she has had on the future of STEMeducation, especially for our young girls.

Madeline Carr is Professor of Global Politics and Cybersecurity at University College London. Her research focuses on the implications of emerging technology for national and global security, international order, and corporate governance. Professor Carr has published on cyber norms, multi-stakeholder Internet governance, the future of the insurance sector in the IoT, cybersecurity and international law, the public/private partnership in national cyber security strategies, and the ways in which boards approach cyber risk. Professor Carr is the co-editor of a Rowman and Littlefield book series on Digital Technologies and Global Politics. She is a member of the World Economic Forum Global Council on the Connected World where she chairs a cross-sectoral group working on the cybersecurity of the Internet of Things. She is also the Co-Director of an interdisciplinary Centre for Doctoral Training in Cybersecurity at UCL and Deputy Director of the REPHRAIN Protecting Citizens Online research hub. From 2018-2022, Carr was the Director of the UK wide Research Institute for Sociotechnical Cyber Security and developed a research programme on cybersecurity in local government. Board appointments include NED for Talion and the Advisory Board for the £70M Digital Secure by Design project.

Neelam is a dedicated and experienced teaching professional with a strong passion for working with young people and supporting their development. With over 10 years of experience in the education sector, she has taught across a wide range of age groups and educational settings, from early primary years through to college-level students. This breadth of experience has given her a deep understanding of the diverse needs of learners at different stages of their educational journeys.

Neelam is known for her excellent interpersonal and communication skills, as well as her compassionate and student-centred approach to teaching. She is highly skilled at developing innovative methods to engage pupils, while challenging and inspiring them to deepen their knowledge, build confidence, and reach their full potential.

Nicole is a veteran STEM educator whose work centres on digital inclusion, culturally responsive project‑based learning, and sustained mentorship especially for girls and underserved students. Her first computer science teaching experience was during a student‑teaching practicum at Rockyford School on the Pine Ridge Reservation (Oglala County, SD), home to the Oglala Lakota Sioux Nation, where extreme poverty and limited infrastructure meant internet and computer access were scarce (over 30% of homes lacked electricity). Finding unopened donated computers and software unused because staff lacked time and training, Nicole organized the school’s first tech team and guided students to design award-winning projects for a local tech fair. That inspiring success shaped her lifelong commitment to bringing technology opportunities to communities facing structural barriers.

In 2002 Nicole directed the Dell TechKnow national pilot in Metro Nashville Public Schools, an after‑school program that taught students to disassemble and rebuild computers, install software, and navigate the internet safely. The pilot served 300+ students between 2002-2005 with a 90% completion rate and provided completers with refurbished desktops and one year of internet access. 68% of the student participants identified as underrepresented or economically disadvantaged and 52% were girls. This early evidence of the benefits of practical skill building with tangible supports that increase attendance and learning made a lasting impression on a young teacher.
Nicole believes the widening digital divide makes digital literacy imperative, especially for girls and other underrepresented populations. She maintains that the more advanced technology skills students acquire, the greater their likelihood of accessing postsecondary pathways, stable careers, and a higher quality of life.This conviction drives her emphasis on removing access barriers (devices, internet, training), providing hands-on skill development, and connecting students to visible role models and local workforce pathways.

Nicole is a multi-subject area certified educator who has taught social studies, and a wide spectrum of STEM courses (science, computer science, and Project Lead The Way engineering). Currently, she is a Computer Science teacher at Albertville High School, a Title I School in rural Alabama. When Reyes began serving as a tech team advisor in 2024,18% of the team was composed of girls. After moving to a nearby high school in 2024, Nicole continued her role as a contributing tech team adviser who actively recruits and supports girls in STEM. She is proud to work along side a group of dedicated business and STEM educators who seek to end gender disparities in technology. Their efforts resulted in a team in which 76% were girls in 2025 and remained high at 69% in 2026. Over the past three years, all team projects have placed in Alabama Consortium of Technology Education regional tech fairs and most have placed at the state competition.

Conscious of the growing importance of cybersecurity in the workplace, Mrs. Reyes launched a new opportunity in December 2025 for students to develop and apply tech skills by engaging in capture the flag team challenges with almost 40% of the team composed by girls and 50% racial or ethnic minorities.

Nicole’s philosophy centres on three interrelated commitments: remove structural barriers to access, teach relevant, hands-on computing that connects to students’ communities, and provide sustained mentorship so students can see and pursue STEM futures. It gives her tremendous joy to assist her students in gaining career-ready skills that can help them reach their dreams.
Mrs. Reyes models the value of life-long learning and intently applies AMSTI’s “learning by doing” pedagogy. Recently, Mrs. Reyes was one of 30 educators in the United States and Canada who completed Georgia Tech CEISMC’s FlexStack pilot program. She partners with Auburn University, University of Alabama, Snead State, Wallace State, Southern Research, STEM Alliance of North Alabama, and the National Society of High School Scholars to expand summer enrichment, competitions, and career exposure. Nicole is an active member of the Computer Science Teachers Association (CSTA) and aligns her work with Million Girls Moonshot goals to scale girls‑focused, out‑of‑school STEM opportunities.

Nicole pairs measurable, sustained outcomes with equity‑centered practice and scalable strategies. From her first tech team on the Pine Ridge Reservation to the directing Dell TechKnow pilot and ongoing regional partnerships, Nicole has consistently focused on closing the gender gap by equipping students, especially girls and underrepresented youth with the advanced technology skills that open pathways to higher quality careers and lives.

Having worked in industry for many years, over 10 years ago Rachael chose to train as a teacher so she could share her knowledge, expertise and passion with future generations. She is an outstanding teacher, who is dedicated, hardworking and committed to ensuring that all pupils flourish and achieve their very best, particularly in Science. 

At Temple Ewell CEP School, Rachael teaches Science to the two upper junior classes as well as supporting other teaching staff in delivering an excellent Science curriculum across the school. Pupils always make great progress and consistently perform above national averages in their Year 6 assessments. In 2024, 96% reached the expected standard compared to the national average of 81%. 100% of girls achieved this.

For the last four years, Rachael has lead the Science subject leader group for the school’s Trust. She leads meetings and drives change and improvement within Science across the 16 Schools.

Last year she lead the Enthuse Project in collaboration with Canterbury Christchurch University to support Science expertise in the Trust Schools. This included attending and disseminating training at York University. This project has lead to working with the National Centre for Social Research to evaluate the Focus for Teacher Assessment in Primary Science (Focus4TAPS) this year.

Rachael embraces every opportunity to work with STEM and other professionals and organisations. This included talking live to Tim Peake at the International Space Station and liaising with scientists at the University of Kent and Pfizers.

Rachael regularly motivates all of our pupils by encouraging them to enter local and national STEM projects and competitions. Last year a group of pupils (boys and girl) won the Primary Engineer ‘Design a vehicle’ competition and attended a special day at Canterbury Christchurch University to receive their award as well as being interviewed by BBC Radio Kent.

With her dedication, passion and creativity, Rachael inspires our pupils to be scientists with many leaving for secondary school saying their want to be a ‘scientist like Mrs Williams’!

Dr Rana ElFarra works with North Hertfordshire College as a Course Team Leader and Tutor for T Level Science courses as well as the Project Lead for the Stevenage Innovation and Technology Centre (SITEC) project. Her role sees her work with young people from a range of backgrounds, broadening their horizons and helping them access the amazing STEM opportunities on their doorsteps.

Her leadership on the T Level in Science programme has led to a significant improvement in the levels of engagement students have with diverse learning groups. She has received positive feedback from employers such as Autolus and University College London (UCL) on the readiness her students have for working in the industry.

Rana understands the opportunities that education can provide for individuals, especially women and other marginalised groups, and emphasises the importance of this in her teaching. She is a Palestinian-born woman who previously lived in Kuwait and has previously described this experience by saying: “As a woman, I was always treated as a second-class citizen. My father told me from a young age that if I wanted to gain respect, I would have to work hard and get good grades.” She has since studied at universities in Cairo and the United States of America, earning her BSc, Masters, and PhD through her scholarships and hard work. It is this determination to succeed, and to see others do the same, that Rana regularly applies in her teaching sessions.

As the project lead for SITEC, Rana plays a key role in creating a pipeline of local talent for the STEM employers in the Stevenage and Hertfordshire area. She has established a strong network of professional connections, including UCL’s VaxHub initiative and Cell and Gene Therapy Catapult, to ensure learners develop the skills they need to start their own successful STEM careers. As a result, the SITEC facilities feature industry-relevant technology and collaborative VR projects with FourPlus, helping bring the industry into the classroom from day one of teaching. This in turn broadens access for our female students to gain confidence in STEM environments, providing a safe and supportive space to learn and develop.

Rana has also been involved in the Pioneering Young STEM Futures programme and Life Sciences Academy, in collaboration with Mission 44, Stevenage Borough Council, Hertfordshire Futures (formerly Hertfordshire Local Enterprise Partnership), and North Hertfordshire College. This project sought to provide local young people from underserved backgrounds with greater access to Stevenage’s STEM career opportunities. 25 female, ethnic minority, and economically disadvantaged students from a Stevenage secondary school were chosen to participate in the Life Sciences Academy to collaborate in teams to research and design their own vaccine. Rana delivered sessions in the College’s clean rooms and laboratory facilities to give these young people access to higher-level technical machinery and inspire them to raise their aspirations for the future.

Since joining The Abbey School, Robert has had a clear and measurable impact on girls’ achievement, creating a genuine buzz around Computer Science across the school.

Under Robert’s leadership, top-grade Computer Science results for girls at The Abbey School have doubled over the past two years. This success is rooted in evidence-based curriculum changes and structured mentorship programmes that actively address barriers to girls’ participation in computing.

Beyond his work in school, Robert has generously shared his research on inspiring girls in Computer Science with educators nationwide. He has delivered presentations at Girls’ Schools Association (GSA) conferences and led workshops at Computing At School (CAS) events for Computer Science teachers. In these sessions, he translates academic research into practical classroom strategies, equipping teachers across the country with the tools to break down gender barriers in STEM and serving as an inspiration.

Sonia is an extremely hard working Head of Science who has transformed our Science department over the last 10 years. She has included project-based learning in key stage 3 for every unit. This encourages students to be curious about science and build a strong knowledge base. She is passionate about including practical experiments into all areas of science to make in interesting and relevant.

She leads her department and ensures all her staff are well supported to deliver high quality science lessons. She has created a strong team of scientists. They challenge each other to improve their practice and offer the best opportunities for their students.

Student outcomes in Science are strong year on year at both GCSE and A Level. Sonia has increased the number of students studying A Level sciences, especially girls. Her enthusiasm for the subject inspires students. They know they will do well.

Sonia has got students excited about Science beyond the classroom. She does this by offering chances to enter Olympiad competitions and join STEM events with other schools. She knows it’s important to build Science knowledge early. Along with her department, she provides regular chances for children from local primary schools to visit our labs. They can join lessons and special events like Space Dome and rocket-making workshops.

Sonia works tirelessly for our school. She wants others to share her passion for Science. She is always improving her skills by studying for a Master’s degree while working full-time. This shows she is an inspiration to her students. She acts as a role model for students by inspiring them to develop their own interest in Science and study the subject to the highest level.”

As a dedicated teacher at Uffington C of E Primary School, Steph consistently puts heart and passion into every aspect of STEM education. She leads the school’s Science, Maths, and Design Technology curriculum with creativity and inspiration, always thinking outside the box to make lessons fun, engaging, and accessible for all pupils.

Her innovative approach not only sparks curiosity and enthusiasm among pupils but also supports the whole school community, including staff and children alike. She actively fosters a collaborative environment, sharing her expertise to uplift colleagues and enhance teaching practises across the school.

Wioletta is enthusiastic about the teaching of STEM and is completely inclusive to everyone who is interested to participate. She runs many clubs, including robotics club and coding club.

Wioletta also organises and takes a high number of educational trips and visits to enthuse pupils in all aspects of computer literacy and AI. She is inspirational to students and colleagues for the effort that she puts into making things fun and relevant in this ever-progressing world of IT.

Wioletta leads an innovative and wide ranging programme of STEM activities for students at Prendergast Ladywell School. She has built links with the following organisations: Computing at School, Digital School House, Computing Network of Excellence and the Cisco Networking Academy. She has also raised the profile of girls in STEM, working with Women in Aviation, and led projects such as the Design Ventura to name but a few.

Her commitment to the amazing extra-curricular STEM offer in the school, has come alongside leading the introduction of the computing curriculum, computing GCSE, and significant improvement in GCSE outcomes.

Wioletta is forward thinking, has recognised that there are a whole range of new careers in the STEM sector, including in Gaming, Robotics and Coding, which she is commited to running weekly clubs which engage or students.

Wioletta is committed to making sure that all students in the inner city Lewisham school have equality of access to these opportunities, and a diverse range of boys and girls are involved in our STEM clubs and experience success and unique opportunities.

Amber Villegas-Williamson is a Technical Consultant at Uptime Institute with over 15 years of experience working for some of the world’s leading power protection manufacturers, with a primary focus on power continuity systems for Data Centers and Industrial applications. Amber has a degree in Electrical & Electronic Engineering from the University of South Wales, is a member of The IET The Institution of Engineering and Technology), WES (Women In Engineering Society), STEMNET Ambassador and Big Bang Competition judge.

Prof Cathryn Mitchell is nominated for her exceptional leadership in advancing inclusive STEM education through the Astrogazers Mission Aspiration programme. Her work has enabled Croydon High School to become the first all-girls school in the world to design, test, and prepare to launch a CubeSat satellite into space, providing girls aged 11-18 with direct, hands-on experience of real space engineering.

As a key mentor and technical advisor, Prof Mitchell has guided students to operate like a professional space mission team. She has supported them in developing expertise in electronics, coding, systems engineering, and thermal vacuum (TVAC) testing while encouraging structured thinking, collaboration, and mission accountability. By treating students as engineers and problem-solvers, she has empowered them to overcome real technical challenges, manage risk, and develop resilience.

Prof Mitchell’s approach goes far beyond traditional STEM outreach. Through Astrogazers, she has created an environment where girls see themselves as capable scientists and engineers working on a genuine space mission. Her mentorship has helped students build confidence, leadership skills, and ambition to pursue STEM careers, particularly in the space sector where women remain underrepresented.

By combining technical excellence with a deep commitment to diversity and inclusion, Prof Mitchell has helped establish a powerful model for meaningful STEM engagement. Her work demonstrates how ambitious, real-world projects can inspire the next generation of women in STEM.

Chelsea Slater is the CEO and founder of Innovate Her, a social enterprise that works to prepare girls for careers in the tech industry. With a passion for empowering young women, Chelsea has led Innovate Her in creating programmes that build skills, confidence, and career pathways in tech.

Elisabeth is passionate about promoting math education to make it accessible to everyone. She set up Grasple to enable every math teacher to create, edit, and share open exercises and lessons for Math and Statistics. Her devotion to this cause is inspiring.

Jas is an exemplary teacher and leader who delivers outstanding outcomes for all of her students at both KS4 and KS5. Her enthusiasm and passion for the subject really shines through. She is an outstanding role model showing that not only that she can code but she can also teach other girls to code too.

Jas has also set up clubs and activities to help encourage girls participation in Computing and ICT.

Johanna is a highly organised and innovative Programme Manager with over a decade of experience successfully delivering projects across the engineering, energy and nuclear, heritage, charity, higher education and tech sectors.

Johanna has a passion for non-profit and community projects and has managed the multi-award winning TechUP initiative, based at Durham University, since its inception with the TechUPWomen programme. Training 100 women from minority groups from the North and Midlands into tech careers, TechUPWomen helps to address both the gender imbalance and skills gap in the sector whilst also empowering and supporting women to achieve their goals and unlocking untapped expertise for industry partners. In its pilot year TechUPWomen achieved some amazing results including a 96% retention rate, 64% graduation rate and over 50% of learners realising their dreams with new jobs, promotions or further education in a tech subject within 18 months. Under Johanna’s care and direction TechUP has grown from this success and now boasts a portfolio of projects including two Skills Bootcamps and most recently delivering three Digital Skills courses reaching over 8,500 learners nationwide.

Johanna also volunteers with the National Childbirth Trust running the Durham branch and coordinating fundraising events across the county to support local parents and parents to be.

Julieth is building a legacy centered on access to lived opportunities. As a first-generation graduate, Julieth experienced how access can change lives, and proudly committed to creating that access for women and young people. Initiatives like Data for Her introduced by Julieth, which aims to introduce over 1,000 women to data literacy aimed at significantly lowering the barrier to entry into data careers. Julieth is also building a legacy that normalizes non-linear career paths. Women’s careers are often interrupted, and she want to demonstrate that pauses do not mean failure. Growth can stop and restart, especially in fast-evolving fields like tech. Finally, Julieth is committed to advancing digital and data literacy as a core life skill. Through her work in data governance, she aim to influence systemic policies, create visionary playbooks, and drive grassroots awareness around data protection and digital safety.

Dr. Naureen Farhan has been actively involved in higher education since 2010, teaching and mentoring students from diverse backgrounds in Computing across multiple universities. She currently serves as Course Leader in the Computing and Emerging Technologies department and previously held the role of Lecturer at Ravensbourne University London within the same department.

Her teaching portfolio spans modules in Information Technology, Computer Science, Creative Computing, Cyber Security, and Risk Management, catering to both undergraduate and postgraduate programmes. In March 2023, Dr. Farhan relocated to the UK and joined CONEL College under the Capital City College Group (CCCG), gaining exposure to UK-specific teaching standards, pedagogical approaches, and the broader Further Education landscape. This role allowed her to engage with a highly diverse student cohort, further enriching her teaching practice.

Prior to her UK appointments, Dr. Farhan served as an Assistant Professor at Bahria University Karachi, Pakistan, from 2014 to 2023, where she supervised numerous undergraduate and postgraduate projects, emphasizing research-driven and industry-oriented solutions in Computer Science.

Her primary research interests include the Internet of Things (IoT) and 5G Heterogeneous Networks, with a focus on enhancing Radio Resource Management through advanced machine learning clustering techniques. She has authored several peer-reviewed journal articles and conference papers, including publications in MDPI Sensors and Applied Sciences. Dr. Farhan is currently exploring cutting-edge topics in Artificial Intelligence and Quantum Computing, with a focus on addressing challenges in the dynamic deployment of emerging technologies across industrial sectors.

Sadie Creese is Professor of Cyber Security in the Department of Computer Science at the University of Oxford. She teaches operational aspects of cybersecurity including threat detection, risk assessment and security architectures. In Computer Science she teaches the second year Computer Security course, and the Advanced Security course taken both by BSc undergraduates and MSc graduate students. Sadie is currently Chair of Examiners for the MSc in Computer Science. Elsewhere in Oxford, Sadie is a member of the faculty of the Blavatnik School Executive Public Leaders Programme, where she lectures on cybersecurity topics relevant to senior leaders in public policy from around the world. She also is a regular contributor to the leadership programmes and MBA teaching of the Said Business School.

Her current research portfolio includes: threat modelling and detection with particular interest in the insider threat and threat from AI, visual analytics for cybersecurity, risk propagation logics and communication, resilience strategies for business, privacy requirements, vulnerability of distributed ledgers and block-chains,  understanding cyber-harm and how it emerges for single organisations, nations and the potential for systemic cyber-risk, and the Cyber Security Capacity Maturity Model for Nations. She is Principal Investigator on the AXIS sponsored project “Analysing Cyber-Value-at-Risk, Residual Risk and models for Systemic Cyber-Risk” focused on developing a method for predicting potential harms arising from cyber-attacks. She leads the Oxford team’s collaboration with the World Economic Forum’s Shaping the Future of Cybersecurity and Digital Trust Platform, research sponsored by AXIS, which is considering the cybercrime challenges that world leaders will need to address in the near and far technology future – part of the Platform’s Futures Series – “Futures Series: Cybercrime 2025”. Sadie is also co-Chair of the Lloyds Register Foundation sponsored Foresight review of cyber security for the Industrial Internet of Things (IIoT), which is considering operational cybersecurity technology gaps in future IIoT environments.

Sadie is the founding Director of the Global Cyber Security Capacity Centre (GCSCC) at the Oxford Martin School, where she continues to serve as a Director conducting research into what constitutes national cybersecurity capacity, working with countries and international organisations around the world. She was the founding Director of Oxford’s Cybersecurity network launched in 2008 and now called CyberSecurity@Oxford. She was a member of the World Economic Forum’s Cyber Security Centre’s Strategic Advisory Board, and was a Technical Advisor to the Government of Japan (GOJ) and the World Economic Forum joint project on International Data Flow Governance ‘Advancing the Osaka Track’.

Sadie is a Fellow of Worcester College, Oxford where she sits on the Governing Body, and a regular public speaker on cybersecurity and organisational challenges today and in the future. Prior to returning to academia she has worked as a cybersecurity expert in business and as a research scientist specializing in security for the UK’s Ministry of Defence. She has a DPhil in Computer Science from the University of Oxford, as well as an MSc in Computation and a BSc (Hons) in Mathematics and Philosophy.

Sanchari is an exceptional professional whose impact extends far beyond her role as a Product Delivery Manager. With more than 20 years of experience in the IT industry, she brings deep technical understanding, strategic thinking, and leadership to her work. What truly sets her apart is how she chooses to use her expertise outside her professional responsibilities. In her spare time, she collaborates with multiple organizations across the UK to promote STEM education, ensuring that young girls, especially those who may not otherwise have access, are exposed to the possibilities of digital technologies.

As a dedicated STEM Ambassador, she consistently creates opportunities for children to explore, question, and build confidence in STEM subjects. She inspires curiosity, encourages hands-on learning, and helps young minds see themselves as future technologists, engineers, and innovators. Her commitment is not occasional; it is sustained, purposeful, and driven by a genuine desire to empower the next generation.

Sanchari stands out because she bridges two worlds: the fast-paced demands of the tech industry and the long-term mission of nurturing future talent. Her passion, generosity with her time, and unwavering belief in the potential of young people make her a truly deserving nominee.

Sarah Chapman is a technical leader at global science company 3M.

Having always taken active responsibility in encouraging young people into STEM careers, Sarah is a passionate and longstanding advocate for diverse representation in the sector. Alongside her day job, she volunteers as Board Vice Chair at Farnborough College of Technology and is on the steering committee of 3M’s EMEA Technical Women’s Leadership Forum and STEM Champion for 3M North Europe.

Suze Shardlow wrote her first line of code as a small child in 1982 and started making websites in 1996. She is a published technical author, coding instructor and public speaker. A familiar face on the tech conference circuit, Suze MCs local and global industry events. Suze has taught coding (UK, USA) and given tech talks (UK, USA, Germany) with her work being cited in academic papers and at major conferences in Britain and overseas. She is passionate about demystifying tech for international audiences through her blog; she also hosts an educational YouTube series interviewing women about tech roles and career progression. Suze has led more than 10000 members in two of the largest software developer groups in London and her community event methodologies have been replicated by tech organisations in Silicon Valley, California. She has designed and delivered public speaking workshops for women in tech around the world. Suze has won numerous awards, including Women In Software Power List 2020 and TechWomen100 2020. She has been named by Computer Weekly as one of the Most Influential Women in UK Tech in 2022 and 2023.

Toni Scullion has embedded gender equity at the heart of Computing Science education in Scotland. Through STACS and her voluntary work with dressCode and Ada Scotland, she has created resources and initiatives that ensure inclusion is built into classrooms and professional learning. Her work is transforming opportunities for underrepresented groups and has been recognised nationally and internationally for its scale, innovation, and lasting impact. Toni is a leader in embedding gender equity into education systems. Her leadership of STACS ensures that computing education is inclusive, practical, and accessible. Drawing on her voluntary initiatives, Toni’s work goes beyond individual mentorship – it creates sustainable frameworks that influence teachers, students, and policy-makers across Scotland and beyond.

STACS did not exist before Toni co-created it. She has single-handedly developed over 410 hours of professional learning resources for teachers, now used by 1,500+ educators. These resources embed principles of equity and inclusion across classrooms; weaving research based practice throughout, gender neutral language, and female role models through all the resources. Her work is recognised on UNESCOs Open Science platform, showing international validation. Toni has created a replicable model for equity in Computing Science that is both scalable and sustainable.

Through founding Aspiring Professionals in STEM (APSTEM), Zaynah has created a thriving community of over 1,000 members (40% of whom are women), providing mentorship, guidance, and access to more than 500 academic and work opportunities. Through APSTEM, over 200 students have been connected with mentors, helping them gain the confidence to pursue STEM careers and, in many cases, return as mentors themselves, continuing the cycle of inspiration.

Zaynah doesn’t just talk about inclusion, she builds it. She has led initiatives at GE Aerospace as a Head Placement Student and technical lead, shared her experiences on panels such as London Tech Week with Rewriting the Code, and proposed accessibility improvements at Microsoft to support neurodivergent employees. As an incoming Technology Summer Analyst at Citi, she continues to bridge industry and community, bringing real-world insight back into APSTEM and ensuring students are equipped with the knowledge, skills, and networks needed to succeed in competitive STEM careers.