The middle-schooler adjusts his tie and tucks in his Oxford shirt before standing confidently by the doors of his school. He proudly extends his hand to welcome a visitor: Dr. David Dimmett, president and CEO of Project Lead The Way (PLTW).

“Hi! My name is Ziggy,” he says with excitement. “One day, I’m going to be a scientist!”

Ziggy is one of the thousands of students in PLTW, a nationwide nonprofit that develops science, technology, engineering and mathematics (STEM) curricula for K-12 students. Its focus is to provide hands-on, project-based learning programs designed to develop problem-solving skills, creativity and real-world applications.

Statistics from the U.S. Department of Labor show STEM jobs are projected to grow by more than 11% by 2031, more than double the projections for non-STEM occupations. The pressure is mounting to grow a workforce pipeline capable of meeting future demand.

“By the age of 7, kids are starting to establish what they like and don’t like,” Dr. Dimmett says. “They are deciding whether they’re good at math and science or not. They lack exposure to the vast opportunities STEM offers. That’s why PLTW has brought its curriculum into approximately 4,000 elementary schools nationwide.”

For many programs, it’s not just about preparing students for a job. It’s about preparing them for an advanced, yet unpredictable future. The Saint Louis Science Center’s Youth Exploring Science (YES) Program, for example, empowers teens from underserved communities through high school with a four-year program that helps them develop aspirations, critical skills to succeed, and knowledge in aerospace, agriscience, engineering, medicine, cybersecurity and more.

Programs like PLTW and YES show that when students are given the tools and trust to lead, they gain something less tangible but often quite powerful: a support network. And for students from historically underserved communities in particular, these programs do far more than introduce new subjects; they create opportunity, belonging and belief.

Through Saturday sessions and immersive learning, YES students aren’t just hearing about STEM — they’re doing it. By age 14, many are working with equipment and processes used in real jobs. They take on hands-on projects that simulate practical engineering and technology tasks, allowing them to apply concepts in settings that reflect the complexity and collaboration found in professional STEM environments.

In PLTW, a group of seventh-grade girls won a community impact award for their creation of a therapeutic device to help people recover from traumatic brain injuries. They had identified a problem, designed and tested solutions, and ultimately presented their work on a national stage.

In addition, PLTW alumni return to mentor current students, bringing experience and helping reinforce their understanding of technical content. Their presence reminds current students that the path from learning to leadership isn’t hypothetical but achievable.

PLTW applies the same philosophy nationwide, in 13,000 schools. In a project-based learning model that is designed around real-world challenges and fueled by teacher training, students from elementary to high school engage in design, robotics and problem-solving challenges. PLTW partners with many companies, including Burns & McDonnell, to bring in scientists, engineers and designers to work with students, showing them what’s possible. Burns & McDonnell employee-owners volunteer in schools, walking students through hands-on experiments, sharing stories about infrastructure projects and demonstrating how skills in math, design and science come together to solve challenges like water treatment or energy distribution. Students are encouraged to think critically about real issues and see how their skills can contribute to solutions.

“If we can help students get excited about learning, stay engaged and become self-directed learners, then no matter what changes lie ahead — whether in their personal lives, careers or technology — they’ll be better prepared to navigate them through this kind of learning experience,” Dr. Dimmett says.

Students who see what real scientists and engineers are tackling daily can see themselves working in these fields. And as the number of participating employers continues to grow, volunteers embrace the value their individual and collective efforts generate.

“It doesn’t matter the size of the company,” says Julee Koncak, director of the Burns & McDonnell Foundation, which has invested more than $10 million in the last five years to STEM grant programs across the nation. “Supporting the future workforce is crucial, and you’ll gain far more from it than you can imagine.”

Still, no matter how many exercises students complete or how strong a curriculum is, they’re only as effective as the people delivering it. Equipping teachers with the right tools is critical. Both PLTW and the YES program recognize that educators need more than a curriculum; they also need confidence, context and tools to make learning meaningful. That includes professional development rooted in how students actually learn, exposure to industry environments, and access to collaborative networks. With that, they are able to foster resilience through trial and error and broaden classroom conversations beyond tests and grades.

"Helping educators understand that it’s not just the kid who’s great at math — it’s also the big thinkers, the problem-solvers, the innovators that are crucial to building the workforce we need," Koncak says.

To prepare students for success in STEM, PLTW and YES deploy layered strategies that go beyond the classroom. Along with prioritizing early and open access and partnering with companies to bring real-world relevance, programs bring parents into the conversation to actively shift how STEM is perceived at home. By demystifying STEM, including parents in STEM events and highlighting the value their children receive, these efforts help advocate for a stronger STEM curriculum.

"Our goal is to get students to walk out of this program saying: I belong here," says Siinya Williams, senior director of the Saint Louis Science Center’s Community Science Department. "This is how our alumni become mentors and guest speakers. It’s a pay-it-forward cycle that keeps growing."

Whether through STEM nights at school, peer mentorship or alumni engagement, PLTW and YES intentionally create environments where students are not only learning, but being celebrated for their curiosity, leadership and growth. Learning isn’t a solo journey. Community engagement helps build a culture of support and expectation. These opportunities send a powerful message: Students belong here, and their growth is worth rallying around.

Elias Scott, for example, pitched a sustainability-focused business through the program’s entrepreneurship track. Now in college, he returns each summer as a YES Program assistant educator to model what’s possible.

“It’s a blessing to be in that type of atmosphere where there are people who are willing to help you achieve your goals,” he says. 

The future of industries like data science, renewable energy and biotechnology depends on employees who are prepared not just with technical skills but also with the ability to adapt and lead. Artificial intelligence can help guide and strengthen preparation among the next generation.

“We’re not just teaching students about large language models or machine learning,” Dr. Dimmett says. “We’re using AI to tailor instruction to individual needs, making learning more responsive, relevant and accessible.”

For many of these programs, AI is already part of classroom conversations. Students are encouraged to explore its applications and ethics. The emphasis isn’t on mastering every new tool, but on cultivating critical thinking skills and a mindset ready for change. Some programs integrate artificial intelligence into curriculum design and delivery, not only to enhance engagement but to tailor content to different learning styles.

Students aren’t regarded as passive users. They’re considered active contributors, ready to shape technology.

"We tell our students: The things you’re going to develop, we don’t even know what they are yet," Williams says. "But we’re getting you ready to build them."

The future isn't built only in labs or jobsites. It's also taking shape in classrooms, science centers and Saturday workshops. When students are given the chance to explore, build and lead, they do more than learn STEM — they imagine futures that didn’t seem possible before.

“This isn’t just about moving kids into STEM fields,” Koncak says. “It’s about equipping them with the skills they’ll need to succeed in any workforce, from communication and collaboration to problem-solving and digital literacy.”

Programs like YES and PLTW don’t empower students by asking them to conform. They transform the students’ journey by meeting them where they are, recognizing the complexities of their development and guiding them with care, science and support. When students feel seen and prepared, their potential expands. And when that happens, the ripple effect touches communities, industries and the world they’re going to build.