STEM Conversation 
Toolkit

A practical toolkit for talking about STEM 
with children in years 7–10 



Copyright

© Commonwealth Scientific and Industrial Research 
Organisation 2026. To the extent permitted by law, all 
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Important disclaimer

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publication comprises general statements. The reader 
is advised and needs to be aware that such information 
may be incomplete or unable to be used in any specific 
situation. No reliance or actions must therefore be made on 
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Acknowledgement of Country 

CSIRO acknowledges the Traditional Owners of the lands, 
seas and waters of the area that we live and work on across 
Australia and pays its respects to Elders past and present. 
CSIRO recognises that Aboriginal and Torres Strait 
Islander peoples have made, and will continue to make, 
extraordinary contributions to Australian life including 
in cultural, economic, and scientific domains.

Language used in this resource

We recognise that families come in many forms. In this 
resource, we use the words ‘parent’ and ‘child’ for 
simplicity, but this guidance is intended for all carers, 
guardians, mentors and the young people in their lives.

How this resource was developed

This resource was developed in collaboration with the 
Behavioural Insights Team (BIT). BIT is a global research 
and innovation consultancy which combines a deep 
understanding of human behaviour with evidence-led 
problem solving to improve people’s lives. Find out 
more at bi.team. 

This resource was the output of a research project 
that involved:

1. Interviews with parents about how they talk with 
their children about STEM; and
2. A review of evidence on effective ways to share 
information with parents about STEM pathways 
and opportunities. 


The findings from this work are detailed in this 
literature review.

Use of artificial intelligence 

This resource was created with the support of generative 
artificial intelligence tools (ChatGPT and Gemini) to help 
refine and organise ideas during the development process. 
Any outputs generated by AI were interpreted and reviewed 
by humans. All the content in this resource was drafted, 
reviewed, and finalised by humans.

Generation STEM is managed by CSIRO and made possible by 
the NSW Government’s $25 million endowment to the Science 
and Industry Endowment Fund (SIEF).



Using this toolkit 

What is it?

This toolkit is here to help you spark everyday conversations 
with your child about Science, Technology, Engineering 
and Maths (STEM). It’s here to give you simple, practical 
ways to notice opportunities, ask questions and explore 
ideas together.

Rather than focusing only on school subjects or career 
choices, you’ll find strategies on linking STEM to everyday 
life – from hobbies and news stories to curiosity about 
how the world works. 

If the conversation naturally turns towards study options 
or future pathways, you’ll find guidance on how to 
approach those moments too.

Who is it for? 

The toolkit is for parents and carers of high school students 
(especially in years 7–10) who want to feel more confident 
talking about STEM with their child. You don’t need 
to be an expert – curiosity and conversation are what 
matter most.

How do I use it? 

This toolkit isn’t designed to be read front to back (though 
you can if you like!). Instead, it’s designed to give you quick, 
practical ideas for talking about STEM with your child. 
Think of it like a menu: take what’s useful, leave what isn’t 
and return whenever you want fresh ideas or guidance.

At the heart of the toolkit is the CONVERSATION COMPASS: 
four steps you can use to guide STEM chats with your child

STEP 1:

Notice everyday 
opportunities 
to talk STEM

STEP 2: 

Ask curious 
questions that 
prompt STEM 
thinking

STEP 3:

Explore 
your child’s ideas 
together, letting 
them lead the way

STEP 4:

Encourage in 
the moment, and 
make an invitation 
to keep exploring

You’ll also find:

• Things to keep in mind: Reminders about what STEM is (and isn’t), and why these chats matter.
• Conversation prompts and fun facts: Ready-to-use examples to help you start conversations.
• Tips for common challenges: Advice for how to tackle common conversational barriers.
• Resources and support: Where to go if you or your child wants to dive deeper.




Overview

Things to keep in mind when talking STEM:

1. STEM is a way of thinking, creating and seeing the world.
2. STEM looks different for everyone, depending on what they enjoy.
3. Talking STEM is always worthwhile, it can build confidence, life skills and opportunities. 


PAGE 3

STEP 1: 
Notice

Notice opportunities to 
talk STEM, including:

• Everyday moments 
together, like 
commuting, cooking, 
or waiting in line
• Teachable moments, 
like when your child 
shows curiosity or 
asks for help. 


PAGE 4

STEP 2: 
Ask

Ask an open-ended 
curious question to 
prompt STEM thinking. 
You can:

• Ask questions that 
start with ‘why?’ 
• Let your child be 
the expert by asking 
them to explain 
something to you
• Pose ‘would you 
rather’ questions that 
have no ‘right’ answer
• Use the bank of 
conversation 
prompts in this guide
• Share something 
from the list of 
everyday STEM fun 
facts in this guide.


PAGE 5

STEP 3: 
Explore

Follow your child’s lead 
and build on their ideas. 
You can:

• Ask them to explain 
their thinking
• Ask ‘what‑if?’ 
to explore 
alternative ideas
• Prompt them to 
take a different 
perspective
• Look out for 
opportunities 
to challenge 
stereotypes and 
flip the STEM script.


PAGE 11

STEP 4: 
Encourage

End with encouragement 
and next steps by:

• Praising curiosity 
and creativity 
• Suggesting ways to 
keep exploring and 
learning together
• Drawing links to 
STEM pathways if 
your child shows 
interest, and help 
them find more 
information. 


PAGE 15

Want to learn more?

View our list of resources about 
STEM pathways and opportunities, 
including videos and interactive tools. 

PAGE 17

Hit a roadblock? 

Look out for tips on tackling common 
challenges like:

• What if I don’t have time?
• What if I don’t know anything about STEM?
• What if my child isn’t interested? 




To keep in mind

STEM is a way of thinking

STEM stands for Science, Technology, Engineering and 
Mathematics – but it’s not just about school subjects or 
university degrees. STEM is about problem solving, design, 
creativity and how we make sense of the world around us, 
which means it can open doors to all kinds of futures. 
Not everyone wants a future in STEM, and there’s nothing 
wrong with that! These conversations are a chance to learn 
together, practice a new way of thinking about the world 
and show your child some different sides to STEM they 
might be interested in. 

STEM looks different for everyone

STEM is everywhere, including in the things your child 
already does and enjoys. For your child, an interest in 
STEM might look like:

• working out the best strategy to win a video game 
• planning how a soccer ball will bend when it’s kicked 
• baking a perfect cupcake 
• rewiring speakers to enhance the bass. 


Talking STEM is worthwhile

There are so many reasons to have conversations 
about STEM with your child:

• You shape their confidence and aspirations. 
Parents are one of the strongest influences on a 
child’s confidence, motivation and career goals.
• Your support builds their motivation. When young 
people feel their parents value learning, they’re 
more likely to stick with challenges, aim higher 
and set clear goals for their future.
• STEM skills open doors. Encouraging your child to 
explore STEM helps them build valuable skills like 
problem-solving, creativity, critical thinking and 
teamwork, all of which are in high demand in the 
job market.
• It’s about life skills. STEM isn’t only for future 
scientists. It teaches curiosity, resilience and how 
to learn from mistakes. These skills will help them 
thrive in whatever path they choose after school.




STEP 1: Notice

Spot small opportunities that can open the door to a STEM chat.

Look out for everyday entry points

There’s no perfect time to have a ‘big talk’ with your child 
about STEM. Instead, notice moments when you and your 
child are already together, such as:

• car rides, for example on the way to school
• watching TV, a movie, the news or sport
• cooking, gardening or doing chores
• grocery shopping or running errands
• out for a walk or in nature
• moments of boredom, like waiting in line.


Make the most of 
teachable moments 

A ‘teachable moment’ happens when your child shows 
curiosity, frustration or interest. It’s a natural spark that 
you can build on with conversation. 

Examples of teachable moments:

• your child asks a big ‘why’ or ‘how’ question 
(e.g. Why do tyres just randomly burst?)
• something major happens in the world (e.g. Have you 
heard about the wildfires in Greece?)
• your child needs help with an assignment or homework 
• your child wonders out loud about something in the 
world around them.


Stick to shared spaces 

Try to start conversations in shared or neutral spaces like 
the car, the kitchen or while out on a walk. These settings 
feel natural and low-pressure, making it easier to connect. 
Look for STEM-friendly physical spaces, like museums, 
science centres, or exhibitions, as these can act as natural 
springboards for a conversation. Avoid deliberately 
seeking out conversations in their private spaces (like their 
bedroom) or their social domains (like when they’re out 
with friends), where they might feel put on the spot.



STEP 2: Ask

Use open-ended questions to draw out 
your child’s ideas and link them to STEM.

Start with ‘why?’

If you’re not sure how something connects to STEM, a safe 
bet is to ask a question that starts with ‘why?’. This will 
encourage your child to flex their curiosity and scientific 
thinking, regardless of the topic.

Let your child be the expert

Ask them to explain something about their hobby or 
interest to you. This flips the dynamic, giving them 
confidence and avoids making the conversation feel 
like a test.

Ask questions with no ‘right’ answer

If you’re worried about getting stuck without an answer, 
try questions that don’t have a single ‘right’ response 
– like imaginary scenarios or ‘would you rather’ prompts.

For example, ‘Would you want to travel to space? 
Why or why not?’.

Use resources to help you 
find the STEM link

Almost any topic has a STEM angle. If you’re stuck, you 
can search online or use a chatbot to generate fresh ideas. 
Try asking:

• ‘Give me three fun facts that link [your child’s interest] 
to STEM.’
• ‘Write me a question about [topic] to encourage 
curiosity or critical thinking.’




Try these conversation prompts

Here are some prompts that might work for you. Every parent has their own way of talking to their child – these prompts 
are just some ideas for when you’re struggling to find an entry point. 

REMEMBER: You don’t need to know the answer to these questions! Exploring the topic together and coming up 
with theories is a great place to start.

Prompts 
for everyday 
moments

• This cake didn’t rise much. I wonder why that happened. 
• The weather app says it’s going to rain in 20 minutes. How do you think it knows? 
• The price of petrol has gone up so much in the last week. 
Why do you think that is? 
• Why do you reckon your muscles hurt so much after exercise?
• Have you ever had a song give you goosebumps? I wonder why that happens?


Prompts 
that relate to 
the news or 
current affairs

• Did you hear about that rocket launch? 
What do you think it would be like to go on a space mission?
• I saw today that 50 per cent of the reef has experienced coral 
bleaching. I wonder what that means for the wildlife? 


Prompts for 
imagination

• If humans could live underwater, what kind of cities do you 
think we’d build?
• Do you think people will still be using cars in 100 years? 
What might replace them?
• If you could design a robot to help with one task or chore, 
what would it do?


Prompts that 
ask curious 
questions 
to debate

• Should scientists bring back extinct animals, like mammoths or dodos, if they can?
• Should we spend more money on exploring space or fixing issues here on Earth?
• Do you think social media companies should be responsible 
for people getting hooked on their apps?
• What if hospitals used AI to make medical decisions 
– what would that be like?


Prompts to use 
when talking 
about people 
they look up to

• How do you think they learned to do that?
• What do you think is the hardest part of their skill/talent 
that most people don’t notice?
• Do you think their industry will look the same in 10 years, 
or totally different?








Share a fun fact relating to your child’s interests

In this section you’ll find some fun facts and topics of conversation which might relate to your child’s interests. 
You could start by asking the question, and then look at the answer together.

Fashion 
and design

How are ‘sustainable fabrics’ made?

Old plastic (like plastic bottles) can be cut into small flakes. These flakes are then 
melted down into liquid plastic, which is sieved through small holes to create long 
strands. The strands are stretched to make them stronger, and spun into thread or 
yarn similar to cotton, which can be dyed and used to make clothes. 

How are diamonds made? 

Natural diamonds form deep underground in the Earth’s mantle. Carbon is squeezed 
by extreme heat and pressure for millions (or even billions) of years. This makes 
the carbon atoms lock together in a very tight pattern, which creates a diamond. 
Because they are so deep underground, diamonds are only found when volcanic 
eruptions push them to the Earth’s surface through pipes in the volcano.





Music

Why does the bass feel like it shakes your chest? 

Sound is made of vibrations that move through the air like waves. Low sounds 
(like bass) have longer sound waves, meaning they carry more energy (like bigger 
waves in the ocean). Higher sounds have less energy (like a smaller wave at 
the beach). Sound waves with more energy can be felt in other parts of your body 
than just your ears, making your chest or your stomach vibrate too. 

Why does vinyl sound different to digital music? 

Vinyl records play sounds with tiny grooves (or dents) in the record. The needle 
moves through these grooves to play the sound. Because the grooves capture 
very small details of the sound waves, vinyl can feel ‘warmer’ or more natural. 
Digital music, on the other hand, turns sound into numbers (like code) which 
can smooth out some of those details.





Sport

Why do swimmers wear special suits to go faster? 

High-tech swimsuits are coated with a type of fabric that is designed to be similar 
to shark skin. The smooth surface reduces drag, which is the resistance or friction 
you feel when moving through water. With less drag, swimmers can glide faster. 
These suits work so well that some have been banned in competitions because they 
give swimmers too much of an edge. 

Why do cricket balls swing? 

One side of a cricket ball is kept smooth and shiny, while the other gets rougher as 
the game goes on. Air clings to the smooth side of the ball, but breaks away from 
the rough side. This uneven air flow makes the ball curve in the air when it’s pitched. 
That’s why bowlers are often seen polishing the ball on their trousers. 





FUN FACTS



The natural 
world

Why does grass smell so good after it’s cut? 

The fresh cut grass smell is actually a warning signal from the plant. When grass is 
cut or damaged, it releases a mix of chemicals to warn nearby plants of danger, or to 
attract insects that eat pests. So the smell a lot of people love is actually a grass call 
for help. 

Why are sunsets so colourful? 

Sunlight is made up of lots of different colours, each of which have different 
wavelengths. Blue light has shorter wavelengths, while warmer colours (red, orange, 
yellow) have longer wavelengths. During the day, the sun is high in the sky, and blue 
light gets scattered in all directions – which is why the sky looks blue. In the evening, 
the sun is lower, so sunlight has to travel through more of the Earth’s atmosphere. 
This makes the shorter blue waves scatter away before they reach us, leaving mostly 
the longer red and orange waves, making the sky look red. 





Gaming

Why do open-world games feel endless?

Most open-world games, like Minecraft, use something called procedural generation. 
This means instead of a person designing everything in the game world (every tree, hill 
or cave), the game uses rules (algorithms) to build the world on its own as you move 
through it. For example, a rule might say ‘trees appear every 5 blocks’, or ‘mountains 
get taller in cold areas’. This means the game is basically designing itself, and can keep 
going forever. The computer just keeps following the rules to make new landscapes. 

How do controllers vibrate when something explodes? 

Inside your controller, there are tiny motors with off-balance weights. When the 
motor spins, the uneven weight makes the controller shake (like a washing machine 
wobbling when it spins). Game designers can change how strong or fast those 
motors spin to match what’s happening in the game (like a light buzz for footsteps, 
or a strong rumble for an explosion). This is called haptic feedback, and it tricks your 
brain into feeling part of the game instead of just seeing it, so it feels more real. 





Cosmetics

Why does perfume smell different at the end of the day?

Perfumes are made of different ‘layers’ of smell (called notes). Some layers of smell 
fade or wash away quicker than others. The lightest smells, like citrus or herbs, 
are called top notes. You notice them first, but they fade quickly. Heavier scents, 
like vanilla or wood, are called base notes. They last much longer and show up 
later in the day. 

Why are some mascaras waterproof?

Regular mascara is made with water. This means when it touches water (sweat or 
tears), it starts to dissolve, and smudges. Waterproof mascara is made with wax or 
oil, which coats each eyelash with a thin barrier that resists water, like a raincoat. 
This means it doesn’t dissolve or smudge when it gets wet. That’s also why it’s harder 
to take off – you need a makeup remover with oil in it to help it dissolve. 







Food and 
cooking

Why does chilli feel hot?

Chillies contain a chemical called capsaicin. This chemical tricks the nerves in your 
tongue and mouth into thinking your mouth is burning. Your brain reacts in the 
same way as it would to real heat (you sweat, your nose starts to run and you get 
very thirsty). Fun fact: birds don’t have the same nerves in their mouth, meaning 
they don’t find chillies spicy.

What makes popcorn pop?

Each corn kernel has a tiny bit of water trapped inside it. When kernels are heated 
up, the water inside turns to steam, which builds pressure inside the kernels. 
Eventually, the pressure becomes too much, which makes the kernel shell burst, 
and the starch inside puffs up as it absorbs air, turning it into popcorn. 





Movies 
and TV

How do green screens work?

Actors perform in front of a bright green background. They use green because 
it usually doesn’t match people’s skin tones or clothes. Computers are also good 
at detecting that specific colour and deleting it, so it can be replaced with any 
other background. 

How do horror movies use sound to build tension?

Horror films often use something called infrasound. These are very low sound waves 
that humans can’t fully hear, but our bodies can sense the vibrations they make. 
This low rumbling can make people feel uneasy and anxious. That’s why in some 
horror scenes, you feel scared before anything happens on screen. Natural events 
like earthquakes also produce infrasounds, which might explain why some people 
suddenly feel like something bad is about to happen just before an earthquake hits.





Social media

How do sponsored Instagram posts work?

When a post is marked as a sponsorship or ‘#ad’, it means a brand has paid that 
creator to show their product or business. The reason so many creators are paid 
to post sponsored ads is that people tend to trust people they ‘know’ more than a 
traditional ad. Instagram adverts feel more personal, because it feels like a friend 
is recommending something to you, making the ad more persuasive. This is a 
psychology trick called ‘trust heuristics’. 

How does TikTok know what will go viral?

TikTok doesn’t just push videos by people with lots of followers, it tests every single 
video with a small group. If those people watch it to the end, like it or rewatch it, the 
algorithm sees it as ‘sticky’. Sticky videos are then shown to a bigger group of people 
who like similar content. This is how you end up on different ‘sides’ of TikTok: the 
app groups viewers with similar tastes. If lots of different kinds of viewers engage 
with the video, it spreads across more groups, making it go ‘viral’. 







HELP! What if my child 
isn’t interested in STEM? 

Some young people just don’t see STEM as their ‘thing’, 
and that’s okay. The key is not to push, but to show 
interest in what they already care about. Whether it’s 
sport, music, gaming, fashion or social media, you can 
try to weave in STEM if it feels natural.

If your child loves basketball, ask how much they know 
about designing basketball courts, or why they think 
the floor is so squeaky.* This shows them that STEM is 
already in their world, even if they don’t notice it.

*That sound is the friction of rubber soles as they grip 
onto the polished wood floor. This is generally considered 
a good thing in the game, as it means the players’ grip 
is better, so they can run faster and change directions 
more quickly!



STEP 3: Explore

Follow their lead, explore their ideas and engage with curiosity.

Let your child lead the way

Let them take charge of the conversation by treating them 
like an expert you want to learn from. Don’t try to steer the 
conversation in any particular direction – if they want to 
talk about something they’re interested in, let them. 

HELP! What if I don’t know 
anything about STEM?

The good news is, you don’t need to be an expert 
– you just need to show curiosity. Your child will 
unintentionally mimic how you react to things, so 
demonstrating interest in things you know little about 
will encourage your child to do the same. 

If you find yourself discussing a topic you don’t know 
much about: 

• Acknowledge it: Tell them when you don’t 
know the answer.
• Be curious: Show an interest in learning 
something new.
• Act as co-investigators: Brainstorm theories, 
then find out the answer together.




Use what-if scenarios 

Build on what your child says with a hypothetical to 
encourage imagination and problem-solving. For example:

• ‘What if you could design the perfect app to improve 
teenagers’ lives? What would it do?’ 
• ‘What if the internet vanished forever at midnight? 
What would stay the same?’ 


Compare different perspectives

Invite them to think about other viewpoints, for example:

• ‘Do you think all scientists would agree on that?’
• ‘How would you solve that same problem if you lived 
on a desert island?’


Ask your child to explain 
their thinking

Encourage them to walk you through their reasoning, even 
if you already know the answer. This builds confidence and 
helps them practise communication. For example, you can 
ask ‘How did you figure that out?’.

HELP! I was taught differently. 
What if I don’t understand 
the new methods?

Teaching approaches, especially in maths, have 
changed a lot in a short space of time. It’s completely 
normal for you to feel out of your depth if you don’t 
understand the ways your child is being taught.

When this happens, you can:

• Acknowledge the difference: ‘We learned it 
differently when I was at school!’
• Ask your child to show you: This will help boost 
their confidence, as well as yours. 
• Look for short explanations online: 
YouTube channels like Khan Academy and Crash 
Course are a great place to start.




Look out for opportunities 
to flip the STEM script

Young people pick up on STEM messaging all the time 
from places like school, social media and pop culture. 
Unfortunately, some of those messages can be quite 
narrow, and can quietly convince them that STEM 
‘isn’t for people like me’.

If you notice this perspective, you can help flip the 
script by pointing out what STEM is really about. 

Here are four messages you can try to amplify, with examples of real people in STEM to discuss.

1. STEM is for everyone 

STEM careers need a huge mix of skills, 
from creative thinking and communication 
to problem‑solving and teamwork. 

It’s not about being an expert in a particular subject, 
it’s about being curious, adaptable and ready to learn. 
The more diverse the team, the better the ideas. 

For example: 

Corey Tutt
Founder of DeadlyScience

Corey Tutt, a proud Kamilaroi man, is the founder 
of DeadlyScience, an initiative that provides science 
resources, books and mentoring to remote Aboriginal 
and Torres Strait Islander communities. 

Growing up, he loved animals and wanted to be a 
zookeeper, but didn’t take a traditional university 
route into STEM. He trained as an alpaca shearer 
and worked in various animal-handling jobs before 
founding DeadlyScience in 2018. 

DeadlyScience celebrates Indigenous Knowledge 
systems, like astronomy, fire management and bush 
medicine, alongside Western science, making practical 
science education accessible to young people who 
might not otherwise see themselves in STEM.

2. STEM is full of opportunities 
to be creative and artistic 

Some people are logical thinkers, 
others are creative dreamers or 
hands‑on builders. STEM needs them all. 

Careers in STEM can be all about designing, building, 
experimenting and imagining new solutions. 
Creative industries like fashion, music, gaming and 
design all rely on STEM skills and thinking.

For example: 

Iris van Herpen
Fashion designer

Dutch fashion designer Iris van Herpen is famous 
for blending haute couture with cutting‑edge STEM. 
She uses 3D printing, laser cutting and innovative 
materials to create futuristic dresses that look 
like sculptures. 

Her designs have been worn by celebrities like 
Björk, Lady Gaga and Beyoncé, and are displayed 
in museums around the world. 

Her 2021 designs ‘Earthrise’ represent flowing 
gowns that mimic natural structures like mycelium 
and cellular growth, created with laser-cut and 
3D-printed textiles.



3. STEM careers are exciting and varied 

STEM is not limited to the science lab. 
STEM careers can also be adventurous 
and look different every day – ranging 
from special effects in movies to 
space exploration.

For example: 

Sylvia Earle
Marine biologist, 
oceanographer and explorer

Sylvia Earle is a world-renowned marine biologist, 
oceanographer and explorer. Nicknamed Her Deepness, 
she was the first female chief scientist in 
the U.S. National Oceanic and Atmospheric 
Administration (NOAA) and has spent more than 
7,000 hours underwater. She has led more than 
100 ocean expeditions and holds the record for the 
deepest untethered sea dive. 

In 1970, she led the first team of all-female 
‘aquanauts’, living for two weeks in an underwater 
habitat off the U.S. Virgin Islands. They spent all day 
and night diving, studying coral reefs and sea life, 
directly from their underwater base.

4. STEM can be flexible 

Many STEM careers offer flexible 
pathways, different entry points and 
chances to move between industries 
as interests change.

For example: 

Mae Jemison 
Engineer, physician 
and astronaut

Mae Jemison is best known as the first African 
American woman to travel into space aboard the 
space shuttle Endeavour in 1992, but her path into 
STEM was far from linear.

Jemison trained as a doctor, worked as a general 
practitioner, volunteered as a Peace Corps physician 
in West Africa and also studied dance alongside 
her science career, before going into orbit aboard 
the Endeavour.

HELP! What if my child won’t 
engage in the conversation?

If your child isn’t in the mood to talk about STEM, 
don’t push it. That’s normal. Try again later with a 
different approach or topic.

You can also encourage them to reach out to some 
other people they might prefer to talk to about 
STEM, like:

• a teacher
• a different family member 
• a mentor, coach or community role model 
• a peer.




STEP 4: Encourage

End the conversation on a positive note, 
and open the door to what comes next.

Encourage in the moment

Teenagers may not always show it, but they often still seek 
approval and reassurance just as much as when they were 
younger. Look for small opportunities to encourage or give 
positive feedback, even during a casual chat. Try to:

• Reinforce curiosity and creativity rather than just 
getting it ‘right’: ‘That’s a clever way of looking at things!’
• Highlight effort and persistence: ‘I love how you kept 
working on that problem even when it was tricky.’
• Show you value their perspective: ‘I really like hearing 
how you think about things. I always see things differently 
after hearing you explain them.’
• Listen for emotions, not just facts: ‘I can see why that 
feels frustrating’ or ‘You sound really excited about that!’ 
lets them know you take their feelings seriously.


Growth mindsets

These kinds of responses also build what’s called a 
growth mindset – the belief that skills and abilities can 
improve with effort and practice, rather than being 
something you’re simply ‘born with’. People with a 
growth mindset tend to be more resilient. They see 
a challenge as an opportunity to learn, rather than 
something to avoid.

Over time, encouragement will help your child see 
STEM (and learning more broadly) as something they 
can get better at with practice, not something they’re 
either ‘good at’ or ‘not cut out for.’



Encourage by suggesting ways 
to explore further

Encouragement isn’t just words, it can also be an 
invitation to learn more. This might mean:

• looking up a video, podcast or article together
• watching a show or documentary connected 
to their interest
• entering a competition or online challenge 
• planning to come back to the question later 
and sharing what you each find
• finding longer-term opportunities if their interest 
continues, like clubs, classes or volunteering.


Draw links to STEM pathways

If your child shows interest in a particular topic, 
field or skill, you might notice a chance to connect 
it to STEM pathways. If it feels right, you could:

• Name the link: ‘That’s the kind of thing biologists/
designers/engineers think about too.’
• Connect to subjects: ‘Sounds like the kind of project 
you’d get to explore in [school subject].’
• Describe a real-world pathway: ‘People who love 
music often get into sound engineering. Have you 
ever heard of that?’


If you spoke about STEM pathways, 
suggest next steps

Sometimes curiosity will naturally grow into bigger 
questions like ‘What electives should I choose?’ or 
‘How do I get into that career?’. You don’t need to have 
all the answers. What matters most is encouraging their 
curiosity and helping them see the next step.

• Point them towards trusted people like a teacher 
or careers counsellor
• Explore tools together such as myfuture, Careers with 
STEM (see the Want to learn more section)
• Suggest they talk with older students, family friends 
or mentors who’ve taken different pathways
• Frame choices as flexible – remind them that STEM skills 
open multiple doors, and early subject choices don’t lock 
them into one fixed future




Want to learn more?

Learn more about STEM pathways and opportunities by:

WATCHING

What is a digital career?

This short video showcases real career paths in digital technologies. 

My space career

Discover what a job in the space industry looks like.

What are VET pathways in STEM?

Two short videos list potential STEM careers arising from vocational 
education and training (VET) pathways. 

READING

What jobs will exist in the future?

STEM experts predict what jobs of the future might look like. 

What jobs are most needed in Australia?

The Australian Academy of Science report identifies the biggest gaps 
in the national workforce. 

What are the jobs with the most growth?

List of careers with over 15 per cent predicted job growth in the next 5 years.

What uni courses need STEM 
high school electives?

Top 10 most in-demand uni courses of 2023 and the STEM high school 
electives they require. 

EXPLORING

CSIRO Education and Outreach

A collection of research projects, education programs, awards, and work 
experience opportunities in STEM. 

#WithSTEMYouCan

A website showcasing resources and stories about STEM career paths, 
study opportunities and programs on offer.

STEMOSPHERE

An interactive tool to help students explore potential STEM careers they 
might not have heard of. 

 myfuture

An interactive tool that provides resources and tools to help with 
career decision-making. 

Careers with STEM

A collection of quizzes, videos, job kits, a quarterly magazine and more 
resources designed to help students, parents and teachers to explore 
STEM careers and study paths. 





Learn more about having STEM conversations with your child

What’s your STEM career advice style?

Find your advice-giving style by taking a quiz and receive extra tips 
and resources on how to have STEM conversations with your child.

A parent guide on STEM subject selection

Learn how to approach your child’s high school subject selection.

 What is ‘Maths anxiety?’

Understand maths anxiety and the 3 ways to help your child cope.

How to talk to teenagers about careers?

Watch a video on tips for talking to teens about careers and transitions.







For further information

CSIRO Education and Outreach
education@csiro.au
1300 136 376

Contact us

1300 363 400
+61 3 9545 2176
csiro.au/contact
csiro.au

CSIRO is Australia’s national science agency, 
delivering solutions for a productive, 
sustainable and secure future.

CSIRO. Improving the life of every Australian.