Beyond next level preparation: getting students future ready

September 7, 2021

When you look at the students in your class as they are working and learning, what are you preparing them for? Too often, we focus on preparing our students for whatever grade is “next” for them. We work to prepare 2nd graders to be successful in 3rd grade. We work to get our 5th-grade students ready for 6th grade. We prepare our 8th-grade students to be successful in high school and we work to have our high school students ready for their post-secondary education – whether that is a trade school, community college, 4-year college or maybe military. But, is this “next level preparation” shortchanging our students? By focusing on only the “next level” we are not keeping the true goal insight – which is preparing students to be future-ready for their lives beyond our educational system. We should be preparing students for their lives after they leave our formal education system and not preparing them simply for the next level of that educational system.

In order for our students to be Future Ready, we must:

  • Guide them in building their skills and proficiency in the universal constructs (critical thinking, complex communication, creativity, collaboration, flexibility, adaptability, productivity and accountability.)
  • Expose our students to a wide variety of content and experiences which will allow them to discover their passion areas for future careers.

It is natural for us to be asking students “What do you want to be when you grow up?” from a very young age. We see it commonly on those adorable start-of-the-school-year pictures – a student holding a sign with their name, grade, and future aspirations. We have their futures in mind when we ask that question of children. We know they will likely change their answer several times over the course of their school career but it is a question that we keep asking because of the sheer magnitude of that decision.  

So, we fully understand the importance of keeping the student’s future career aspirations in mind when working with kids. However, that concern often does not translate into our master schedules in elementary school; where more and more often we are cutting out anything that isn’t math and literacy. When we cut content such as science and social studies, we are depriving students of the experiences they need as they wrestle with where their passion lies; we deprive them of areas that not only can motivate students to read, write, speak and think in authentic contexts, but also deprive them of discovering areas that may very well guide them into being future-ready. Science and social studies have natural opportunities to embed all the universal constructs.Female student with dark hair working with science equipment

The “Fastest Growing Occupations” list in the Occupational Outlook Handbook from the US Bureau of Labor Statistics projects the fastest-growing occupations into the year 2029. Within the top 20 fastest growing occupations are areas within:

  • Solar and wind energy
  • Health
  • Statisticians
  • Information security
  • Speech-language pathology
  • Substance abuse/mental health counseling
  • Data scientists
  • Mathematical science

When you look at the list above, as well as the complete list found from the link, it shouldn’t be difficult to notice that of the fastest-growing occupations, the vast majority are within the STEM fields. When we remove subject content such as science from our elementary programs, we are limiting our students’ experiences, exposure, and education to the very fields that may be their future occupation. We also remove the motivation that can be achieved through tapping into student interest in science and social studies. To the students who find science and social studies topics as passion areas, leveraging these areas as authentic experiences to call on their skills of literacy and math can be a powerful motivator.

This year, as you look at your students, consider their future, not just preparing them for “next year” but preparing them for their future careers and the skills and content they will need to find those passion areas. Consider the students who are waiting to discover their passion for politics, psychology, renewable energy, animal care, medical and health services, sociology, archeology, construction, engineering, agriculture and so many other science and social studies fields. Let’s work to ensure that all students are able to find their passion areas and leverage these areas to move their learning forward in language arts, math, science and social studies, together.

Engage with the author: Mandie Sanderman, Consultant for Science and TAG
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