Why strong STEM partnerships matter – and how to make them last

9 December 2025 6 min read

As a new school year approaches, we asked teachers and STEM professionals in the STEM Professionals in Schools (SPS) program to share what makes their partnerships thrive. From standout moments to practical tips, they reveal how strong, lasting connections not only spark curiosity and keep students engaged – but also deliver enormous rewards for teachers and STEM professionals themselves.

Kiran Yousaf: Turning cutting-edge science into classroom highlights

Kiran Yousaf, a STEM teacher at Throsby School in the ACT, says the SPS program has helped her take cutting-edge science and turn it into practical experiences that make a real difference for her students.

“It also offers incredible professional learning opportunities. Attending the national Bushfire Behaviour Research Laboratory was an exceptional and once in a lifetime experience,” she said.

Kiran has been part of SPS since 2024 and attributes her success to curiosity and collaboration.

“I try to give students hands-on, real-world learning experiences and stay open to new ideas. That’s what leads to strong, meaningful outcomes.”

She also credits her paired STEM professional, Andrea Wild, for making the partnership so successful.

“Andrea has been incredibly supportive and flexible. She brings fantastic lessons, information, and opportunities, like connecting us with scientists and sharing real-world insights.”

Some highlights include learning about sharks, exploring orchids with botanist Heidi Zimmer, and joining a live cross from the Coral Sea to speak with scientists aboard CSIRO research vessel (RV) Investigator.

“Watching my students speak directly with scientists was unforgettable – an opportunity Andrea made possible.”

For Kiran, the main challenge has been keeping up with all the new ideas and possibilities that come with such a dynamic program, but she says this has also pushed her to keep learning and growing.

To get the most out of a partnership, Kiran believes clear communication and flexibility are key.

“Use your role as the curriculum expert to explain what your students need, and make the collaboration meaningful by starting with small, practical activities. Sharing enthusiastic student feedback also helps show (your paired professional) the real impact of their time and keeps the partnership rewarding for everyone.”

Andrea Townes: Bringing in-depth learning to the classroom

Andrea Townes, a teacher at Hilton Primary School in WA, says extending science learning by involving experts has been a positive opportunity for everyone involved.

“As a classroom teacher, I have benefited greatly in my own teaching and learning, while students have experienced real-world learning by engaging directly with a scientist. It has also been important for the wider community to see that STEAM – and science in particular - are valued and promoted in an effective and inspiring way at our local primary school.”

A long-time participant of the program, Andrea says it’s affirming to hear students’ positive comments and see their enthusiasm year after year.

“Although timetables across the school can be challenging to coordinate, and the planning has largely taken place in my own time, it is work I have willingly undertaken because the outcomes for students are exceptional,” she says.

Students particularly value the opportunity to explore science topics in greater depth and have an expert available to answer their questions.

“Each year, the planning includes a balance of theory and hands-on learning, and I believe the practical component is the most important aspect from the students’ perspective.”

Ultimately, strong support from the school’s leadership team, a willingness to be flexible, and a focus on fun and exploration are key to ensuring the success of the program for everyone involved.

Emily Cullen: Making tech fun and accessible

Studying a Masters in Information Technology, Emily Cullen saw SPS as the perfect way to broaden her coding skills and make a difference.

“When I signed up and saw there was an opportunity to start a coding club at Ashgrove State School in Brisbane, I knew it was the perfect chance to utilise my existing program design and coding knowledge in a practical, meaningful way,” said Emily, who is the ON Innovation Program Advisor at CSIRO.

What started as a simple idea quickly grew into something bigger. The coding club has become a hub for creativity and problem-solving, but not without its challenges.

“The most challenging part was letting go of our initial plans for the class. Once we embraced a broad range of coding styles and projects, it became more about supporting students through troubleshooting, sometimes with the help of late-night YouTube debugging sessions,” says Emily.

Emily credits open communication with her paired educator, Fran Hind, as the foundation to their successful partnership.

“Share ideas early, listen to their perspective, and be willing to adapt. With kids, patience and encouragement go a long way – celebrate small wins and make coding fun. We started out coding games and now some students are coding robotics and developing their own websites.”

It’s not just the students who’ve gained from the program; Emily says her involvement has been as transformative for her too.

“With Fran’s guidance, I’ve learned strategies to help students regulate emotions during problem-solving – a skill that’s often overlooked but critical for success. This dual focus on technical clarity and emotional intelligence has made me a stronger communicator and mentor.”

Luc Nederhof: Giving STEM real-world context

Luc Nederhof, part of CSIRO’s Mining Geoscience Team, discovered his passion for robotics in high school, which helped shaped the direction of his future studies and career. He attended many RoboCup competitions, where he built lasting friendships and connections that deepened his love for technology. 

“Hearing loud gasps of amazement from a classroom of primary school students just learning about basic mechanisms when they hear about the research work and robotics competitions I’ve done is as rewarding as diving into complex detail with a Year 12 robotics team and watching their faces light up when something I just said finally clicks.”

Luc particularly values providing context to classroom learning through his partnerships with Tessa Hogan from Deception Bay North State School and Jose Omana from Chanel College.

“A common criticism from students is ‘why am I even learning this? When am I going to use Pythagoras?’ Then I show them how, for example, Pythagoras is an important principle for pathfinding algorithms or robotic arm movement calculations.”

Luc admits it can be tricky balancing work commitments with consistent engagement – a key element of a successful, ongoing partnership that SPS aims to nourish.

Teachers are extremely busy, and they're likely to simply miss your email. Don't be afraid to send them updates or ‘bumps’. They have had to go through a whole application process and you can be sure they have a real desire to engage.”

STEM Professionals in Schools partnerships are more than classroom collaborations, they’re catalysts for curiosity, confidence, and lifelong learning. With over 800 partnerships supported across Australia, we look forward to growing that number and continuing to learn from the incredible collaborations that make this program so impactful for all involved.