Learning That Grounds Us: STEM Practices for Stability and Growth

• In Event: Frameworks for STEM Equity in a Time of Polycrisis: Navigating Tensions in Theory, Practice, and Policy

Abstract

In today’s complex world—shaped by public health concerns, environmental instability, rising student stress, and shifting educational landscapes—elementary STEM (science, technology, engineering, and mathematics) education must extend beyond content delivery. It must support student development, engagement, and well-being. This project investigates how student-centered teaching practices in STEM classrooms can create meaningful learning experiences that promote both academic growth and emotional wellness, especially during times of widespread societal challenge.
The study focuses on a specific instructional approach—Culturally Sustaining Pedagogy (CSP)—that encourages educators to connect STEM content to students’ backgrounds, interests, and communities. CSP emphasizes the importance of making lessons more relevant, engaging, and accessible by drawing on the strengths and everyday experiences of students and their families. In doing so, it also provides a pathway for addressing students’ emotional needs and promoting a stronger sense of confidence, motivation, and connection to learning.
This research highlights the work of elementary STEM educators who implement CSP to engage students both in and beyond the classroom. Using qualitative, phenomenological methods, the study captures how these teachers design instructional experiences that integrate STEM skills with storytelling, creative problem-solving, and community knowledge. By incorporating these elements, educators foster deeper understanding while also creating classroom environments that support mental health and help students manage stress and uncertainty.
The study also explores how these approaches extend into informal learning spaces, such as afterschool programs, summer camps, and community-based learning opportunities. These settings often offer flexibility and innovation that complement more structured school-day instruction. Many educators collaborate with local organizations and families to create experiences that help students apply STEM in real-world contexts, reinforcing classroom learning while promoting curiosity and resilience.
Key challenges addressed in this study include limited instructional time, lack of tailored resources, and increasing student emotional needs. Despite these constraints, the participating educators find creative ways to link academic content with students’ everyday lives—using neighborhood-based examples, hands-on challenges, and collaborative projects. Their approaches not only boost STEM understanding but also help students feel more connected, supported, and equipped to navigate academic and personal challenges.
The project’s findings will offer practical strategies for educators, school leaders, and program developers seeking to strengthen both STEM education and student support. By highlighting classroom practices that are both academically rigorous and personally meaningful, the research encourages a broader view of STEM teaching—one that values relevance, creativity, and the overall well-being of students.
In conclusion, this project emphasizes that STEM education, when thoughtfully designed, can be a powerful tool for engaging students, reducing stress, and building real-world skills. By connecting classroom learning with community involvement and student experiences, educators can prepare young learners not only to succeed in school but also to thrive in the world beyond it.

Author

• Valencia Hicks-Harris, Duke University