Rationalising for and against a policy for school-led careers-guidance (SLCG) in STEM in the UK: A teacher perspective

This paper reports on teacher attitudes to changes in the provision of career guidance in the UK, particularly as it relates to STEM. It draws on survey data of n=94 secondary-school teachers operating in STEM domains and their attitudes towards a UK and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with career guidance yet concern that their 'relational proximity' to students and 'informational distance' from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.