By Stacy Klein-Gardner, Ph.D., Executive Director of Engineering for Us All

Across the country, and increasingly around the world, girls’ schools are uniquely positioned to shape the future of engineering education from the earliest grades through high school. When students are introduced to engineering early, and in environments intentionally designed to support confidence, leadership, and identity development, engineering can become more than a subject; it becomes a pathway that is essential if we are to bring more girls into engineering and ensure their ideas help shape the future.

While many schools begin by introducing engineering at the high school level, the strongest programs are integrated and built across K-12. Early exposure in elementary and middle school lays the foundation for confidence, curiosity, and identity, while high school experiences deepen skills and open doors to future opportunities. But starting an engineering program is not just about adding a course. It requires thoughtful design, institutional alignment, and a clear vision for what engineering education can and should be.

Based on our work with schools nationwide, including partnerships with institutions such as Marymount School of New York, here are five key considerations for launching a meaningful and sustainable engineering program at a girls' school.

1. Start with Purpose, Not Just Content

Engineering programs are often introduced as a way to “add STEM,” but the most successful programs begin with a deeper question:

What do we want students to believe about themselves as problem-solvers and innovators?

At girls’ schools, this question is especially powerful. Engineering can reinforce the idea that students belong in spaces where solutions are created, decisions are made, and impact is scaled.

At Marymount, this intentionality guided their decision-making. As highlighted in their partnership story, the goal was not just exposure, but building a sense of belonging through engineering. This sense of purpose can and should begin early, helping younger students see themselves as problem-solvers long before they select courses or consider careers. 

2. Lower Barriers to Entry

One of the most common pitfalls in launching engineering programs is overcomplicating prerequisites.

Requiring advanced math or prior technical experience can unintentionally limit participation, especially for students who have not yet seen themselves in engineering pathways.

Successful programs:

• Welcome students from all academic backgrounds and levels
• Emphasize problem-solving over prior knowledge
• Treat engineering as a learnable process that includes everyone, not an exclusive track

Research and implementation across national programs show that when barriers are lowered, participation broadens, interest grows, and student confidence increases significantly. There is no need for high-level math prerequisites in order to fully participate in engineering coursework. This is especially important in elementary and middle school, where early academic tracking can influence whether students continue to see engineering as an option in high school.

3. Invest in Teacher Support and Confidence

You do not need a faculty of trained engineers to launch an engineering program, but you do need supported educators across grade levels.

Many of the most effective engineering teachers begin with little to no formal engineering background. What matters most is:

• Access to high-quality professional learning
• A community of practice to share ideas and challenges
• Ongoing support throughout the academic year
• Connections with community partners, industry, and academia
• A school that believes in supporting an integrated K-12 program

Evidence from national initiatives indicates that educators feel more confident and energized when supported by structured professional development and collaborative networks. You don’t need former engineers teaching engineering. You need committed educators who are willing to learn something new. 

For girls’ schools, this investment is critical; teachers are not just delivering content, they are shaping how students see themselves in engineering.

4. Make Engineering Human-Centered and Authentic

Engineering becomes most meaningful when it is connected to people.

At its best, engineering education:

• Starts with a real client and real stakeholders
• Focuses on real-world, authentic challenges
• Encourages empathy-driven design

Students in high school programs across the country have designed solutions ranging from assistive devices for classmates with disabilities to community-based projects involving local partners, demonstrating that engineering is not abstract but human–centered.

This approach resonates strongly in girls’ schools, where mission-driven learning and social impact are often central to the educational experience.

5. Build Pathways Beyond the Classroom

Pathways are not built in a single year; they are developed over time, with each grade level contributing to a student’s understanding of what engineering is and who it is for. A strong engineering program doesn’t end with a course; it opens doors to new careers and new ways of thinking, even for students who don’t choose to pursue engineering majors in college.

Consider how your program will connect students to:

• College credit or placement opportunities
• University partnerships
• Industry exposure and mentorship
• Real-world applications of engineering

Across the U.S. and internationally, schools that build these connections help students see engineering as a tangible next step, not just a high school experience. In fact, a growing number of institutions now offer pathways for students to earn credit or placement for high school engineering coursework.

For girls’ schools, these pathways are especially important in sustaining momentum and translating confidence into action. Ultimately leading to more female students pursuing future engineering careers.

A Final Thought

Engineering education in girls’ schools is not about catching up; it’s about leading.

When thoughtfully implemented, these programs:

• Grow the number of students who see themselves as engineers
• Connect learning to purpose and real-world problems
• Create pathways into fields where female perspectives and voices are needed

Emerging research reinforces what many educators are already seeing in their classrooms. Analysis of student survey data, conducted in partnership with university researchers, shows measurable growth in areas that matter most for long-term engagement in engineering, including self-efficacy, curiosity, and identity. Students not only gain confidence in their ability to solve problems, but also begin to see engineering as something that is for them.

Perhaps most importantly, early differences in how students perceive engineering begin to disappear over time. By the end of their experience, students across gender and race report similar levels of confidence, interest, and intent to continue pursuing engineering.

The question is no longer whether engineering belongs in girls’ schools, but how we design programs that reflect the full potential of the students they serve.