(Un)just transitions for youth and the disabled? The exclusionary pressures facing science, technology, engineering and mathematics (STEM) education

ORCID

Abstract

This paper highlights the under-representation of young people with disabilities in STEM subjects and career pathways, with particular reference to the engineering sector given its prominent role in the design of energy systems related to net-zero policies. We consider the role of physical infrastructure, and pedagogic and representational practices, in facilitating the marginalisation and under-representation of young people with disabilities. Ultimately, we seek a broader understanding of the ‘just transition’ that acknowledges the role of education in ensuring the active participation of all young people, regardless of learning difficulty or disability or social identity, in that transition. The research is intended to contribute to a progressive imagined future or imaginary that envisages a ‘just’ transition which is not simply aimed at mitigating impacts on already marginalised demographics. This includes problematizing the current discourse of ‘inclusive’ education on account of documented exclusionary practices in education that are likely to undermine the realization of an equitable and ‘just’ transition. Representational practices are considered in recognition that such practices are multi-faceted and frequently, following Foucault, ‘invisibilised’ or hidden. That is, they remain unacknowledged in the strategic management of public and individual expectations. This recognition resonates with the often-hidden influence of policies from non-energy sectors, like the education sector, on achieving a just transition to Net Zero. The paper forms part of a collaborative research project which aims to highlight how uneven participation in STEM education and careers can impact a just transition to a low-carbon economy in the UK.

Publication Date

2025-11-01

Publication Title

Energy Research and Social Science

Volume

129

ISSN

2214-6296

Acceptance Date

2025-10-02

Deposit Date

2025-10-02

Embargo Period

2026-10-07

Funding

This work in preparation for empirical research was made possible by Ignite Network+ flexible funding under Grant Contract Ref. EP/W033747/1. Removed for review was funded through C3DS (Centre for Climate Communication and Data Science), which is part funded by the University of Exeter (UoE) and Children's Investment Fund Foundation (CIFF) (grant number 2210-08101). The funders had no role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript and therefore the findings and conclusions are those of the authors and do not necessarily reflect the positions or policies of UoE or CIFF. Removed for review was supported by the Energy Demand Research Centre (grant number EP/Y010078/1).

Keywords

Disability, Engineering, Exclusionary pressures, Just transition, Representations, STEM education

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This item is under embargo until 07 October 2026

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