Beyond the grades: what 2026 results days reveal about the STEM talent pipeline
Each year WISE analyses JCQ’s results data to better understand girls’ participation in core-STEM subjects across GCSE, A level and other post-16 qualifications.
For us, results day is about more than grades. It provides important insight into the future STEM workforce and what more can be done to support girls and young women to pursue STEM pathways. The subjects young people choose influence what they study next, the careers they consider possible, and ultimately who enters STEM occupations.
Whilst WISE’s work focuses on helping organisations attract, retain and progress women in STEM, long-term gender parity cannot be achieved without strengthening the pipeline of girls and young women entering STEM education in the first place.
STEM pipeline data highlights a substantial drop in women's participation between A level and undergraduate study, representing the most significant loss of talent across the pipeline. This reflects findings from our recent research, Belonging, perceptions and pathways into STEM education, which highlights the challenge of ensuring girls not only choose STEM subjects but continue into higher education and STEM careers.
Educational success is not the same as STEM participation
The 2026 results tell a familiar story. Girls continue to perform strongly academically, yet this success isn’t translating into increased participation in STEM education and careers.
Although boys make up 51% of the 18-year-old population, girls account for 54% of all A level entries. Girls achieved 136,996 A* and A grades across all subjects in 2026, continuing a pattern of strong academic performance.
Yet women remain underrepresented across many STEM subjects, degrees and careers. Girls are demonstrating the academic capability to succeed, but too few are progressing through STEM pathways.
This highlights an important point: the gender gap in STEM is not primarily about ability. It is shaped by confidence, belonging, exposure to opportunities and perceptions of where young people feel they can fit in and succeed.
Participation patterns start early
Recent GCSE trends suggest that participation patterns are already emerging well before young people begin making decisions about university or careers. For example, the latest results show girls choosing Double Science rather than picking individual biology, chemistry and physics qualifications. Whilst qualification choices are influenced by a range of school and individual factors, the trend raises important questions about how young women perceive STEM specialisation and progression.
Research consistently shows that girls are more likely to underestimate their abilities, even when their performance matches or exceeds their male peers. As a result, some young women may be less likely to choose subjects perceived as more challenging or more strongly associated with STEM careers, despite having the capability to succeed in them.
Geography influences opportunity
Results data also highlight the persistent geographical inequalities in access to opportunities and resources.
Students in London and the Southeast achieved a greater share of the highest A level grades (A* to A) than those in many other regions of the UK. This is significant for STEM with STEM enrichment activities, role models, universities and job opportunities all influencing the pathways young people have available to them. Where a student grows up can affect not only their educational outcomes, but also their awareness of, and access to, STEM careers.
Technical education is becoming an increasingly important STEM route
Technical education remains a key part of the Government's skills agenda. In its 2026 results announcement, the Department for Education described the 65% increase in T Level results, with nearly 20,000 students receiving grades this year, as "a landmark moment for technical education". Alongside more than 300,000 VTQ results awarded, the growth reflects the Government's focus on expanding employer-led routes into key sectors such as engineering, digital and manufacturing.
The Prime Minister welcomed the rise in technical and STEM pathways, saying it is “brilliant to see more students succeeding in T Levels, more taking maths and STEM subjects, and more young people progressing to the next stage of their education or training”, and emphasised the importance of “matching talent with opportunity, whether that is through university, an apprenticeship or a technical pathway that leads to a great career”.
The growth of T Levels and other technical qualifications suggests that many young people are increasingly attracted to pathways that offer practical experience alongside learning. For STEM employers facing persistent skills shortages, this presents an opportunity to engage a broader talent pool and strengthen future workforce pipelines. Ensuring these pathways are inclusive and accessible is critical to their long-term success.
What can you do to support the STEM pipeline?
Results data helps us understand where participation declines. Research helps us understand why. Together, they show that improving gender balance in STEM requires action throughout the pipeline, from early education through to employment.
This year’s results reinforce a persistent issue: girls have the ability to succeed in STEM but choose to pursue other vocations. Understanding why capable students opt out of STEM pathways remains one of the most important challenges facing the sector.
As part of our Belonging, perceptions and pathways into STEM education project, we’re currently seeking case studies to help better understand the key barriers and experiences that shape young people’s decisions. For more information, please visit our project page, or email MorganPayne@theiet.org.
If you're a woman in STEM, you can help shape the future talent pipeline. Become a role model on My Skills My Life to help us showcase the breadth and depth of careers girls could pursue in STEM. Whether you’re an apprentice or CEO, your experiences can help young people see where they belong and what they can achieve.
Become a role model and help strengthen the future STEM talent pipeline.