Funder: Royal Society of Chemistry

Grant: £10 000

Project Outline

The Mentors for Careers in the Chemical Sciences (MCCS) project grew from our already established Secondary mentoring programme. In this approach volunteer mentors, usually retired professionals, are recruited and matched with young people according to their subject interests, choice of intended career or interest in courses in Further or Higher education.  Our work identified an urgent need for young people to have a more expanded and informed understanding of different subject choices. Missing from our network were mentors with particular knowledge and understanding of Chemistry and its related career prospects.

With the support of an RSC Outreach Fund grant we were able to recruit volunteers from a range of chemical sciences backgrounds. We have matched volunteers to mentor and in some cases tutor, young people studying Chemistry at Higher and Advanced higher level (Scottish equivalent to A’ level and main criteria for entrance to university).  One of the key challenges was to be able to nurture the young people’s interest in studying Chemistry. This involved building their understanding of the potential career opportunities that studying Chemistry might be able to offer. In communities where very few people progress to Higher Education young people often consider university as a means only to enter the established professions (e.g. doctor, lawyer, teacher, engineer).  A crucial task for our new mentors was to expand this understanding.

We also drew on this opportunity to explore how we could build connections with a wider audience of local families and younger children.  We were able to draw on connections and partnerships facilitated by the MCCS project to develop new project work with family workers at F.A.R.E. Easterhouse, and Platform.

Wider community work

Our funding from the RCS also allowed us the opportunity to develop wider community and school relationships.  In particular we were able to extend our work in local communities and with younger children.  We partnered with Really Small Science to deliver four community family workshops to 20 families at Oakwood Family Learning and Platform Easter holiday programme, where families engaged in fun, interactive activities that highlighted the everyday significance of chemistry. Workshops have blended science with creative expression, offering opportunities for participants to explore art and poetry alongside scientific concepts. Initial feedback has been positive with children telling us: “I liked having fun and using different materials“;  “I would like to do more science again, my favourite was the bouncy ball one”; “I liked making the nanojelly“!

We are continuing to work with RSC mentors to develop and offer more chemistry related engagement opportunities for pupils studying sciences at our partner schools.

Project Outcomes – examples of our case studies

Our RSC supported mentors have helped young people understand what studying chemistry and a career in the chemical sciences might look like. Through the forging of relationships between volunteers and young people, our project has evidenced the ways that young people are better connected to networks that can increase their interest in chemistry and help them better understand and navigate the pathways into their chosen courses and careers.  Crucial to our work is valuing the work of mentors and also acknowledging the joy, satisfaction and learning that mentoring can bring.  Our work brings people together that would never normally encounter each other.  For the young mentees this offers opportunities to learn from the experience and knowledge of their mentors.  It also offers a vital form of support and encouragement which may not be available to them in their everyday networks.  For mentors we often see the satisfaction of working with a young person and the opportunity to learn about the challenges some young people face in  planning and navigating their careers.

An insight – Dina and Philip

Philip, a Professor of Theoretical Chemistry at the University of Edinburgh, was the first member of his family to go to university. He studied chemistry at the University of Oxford, and then a PhD in physics at the University of Bristol. He worked as a postdoctoral researcher at the University of British Columbia for three years, before returning to the UK to take up an academic position at the University of Edinburgh. His research group focuses on molecular simulations of complex fluids, and has worked closely with industry for over 15 years. Philip responded to an RSC email looking for mentors, and applied to the Intergenerational Mentoring Network.

In 2024, we introduced Philip to Dina, a young woman in Glasgow who was initially interested in forensic science, but is now aiming to study medicine. They have been meeting online for 1–2 hours every week to discuss all of the different aspects of applying to university. Some meetings are focused, and some are less so depending on what else is going on at the time. Both Dina and Philip suggest topics and activities: these include the choices of university, getting the most from Open Days, writing the UCAS personal statement, preparing for the UCAT, and finding suitable work experience. Sometimes the meeting is just for a quick catch-up, and any quick or urgent questions are dealt with by WhatsApp.

Philip arranged for Dina to meet the Human Remains Conservator at the Royal College of Surgeons of Edinburgh and examine human organs and cadavers, to meet the Widening Participation Officer in the School of Chemistry, and to look around the University campus. To support applying for a highly competitive course, Dina and Philip sought out some additional English tutoring through the Network, linking up with mentor Wendy, a retired headteacher. Dina and Philip have recently been discussing options for S6, which include chemistry, human biology, and mathematics. This has involved supporting Dina in finding schools with the capacity to teach Advanced Higher chemistry – this is a challenge that can discourage students from continuing in key subjects and pursuing important careers in medicine and STEM.

The next steps are to support Dina in completing the university application process, and hopefully in preparing for interviews in the autumn!

Dina: I have never worked with a mentor before, and having Philip as my mentor has been enjoyable. I have much benefitted from his support and direction. I am so grateful for the opportunity to work with him. In addition to helping me deal with difficult situations, Philip’s mentoring has inspired me to better plan my goals and opportunities. Prior to this, I struggled from uncertainty about my future and was often wondering if I was good enough. Thanks to Philip’s guidance and advice, I now have a clearer understanding of the career route I wish to pursue.

Philip: This is the first time I have been involved with such mentoring, and I am finding it hugely rewarding. Taking an hour or two each week to focus on helping Dina has been energising and great fun. I have also learned a huge amount about applying for medicine, since this wasn’t in the original plan! I was not sure how it would work out, meeting an S5 student online, but Dina has been absolutely great, and she is really engaged with the mentoring partnership. Keeping a balance between structure and flexibility for the meetings seems to work well, and sometimes it’s good just to have a chat about nothing in particular.

Forging mentoring relationships

While mentoring can be highly rewarding, it is not without its challenges. Volunteers sometimes encounter situations where young people may seem uncommunicative or disengaged. A crucial outcome of our project is the essential role that the organisation plays in supporting  volunteers. Providing ongoing guidance, training, and a space to share experiences ensures that volunteers feel valued and equipped to handle challenges. This support of the network is especially important when progress is not immediately visible.  Building trust and fostering meaningful change is often a gradual process and having a strong and supportive network of volunteers facilitates opportunities to contribute through multiple roles and make an impact in diverse ways.

I quite enjoyed the tutoring. It seems to be that there were some elements of the curriculum that didn’t get fully covered. The young person came in, lacking confidence because she hadn’t done so much chemistry before, she hadn’t done physics before, she struggled a bit with some of the concepts of orbitals and orbital theory. So that, I think, was part of a major challenge. The rest of it was mainly just checking stuff she almost knew, and just having someone validate what she was doing for the most part. And also to tell her to concentrate on the maths!  (Mentor, Alan)

Many of the young people involved in our project have had little if any exposure to the types of work that the study of chemistry can lead to.  Mentors can be critical in providing opportunities for young people to increase their understanding and see new opportunities:

An insight – Ross and Katie 

Ross returned to higher education as a mature student with the goal of starting a career in chemistry. He graduated from the Strathclyde University with BSc (Hons) Applied Chemistry, following with a PhD which he completed in 2022. Ross is now a senior production chemist at Chemify Ltd where his duties include carrying out manual organic chemistry as well as enabling and helping develop automated organic chemistry systems.

In 2024 we introduced Ross to Katie, a young woman interested in studying either chemistry or biology at university.  They have been meeting weekly to fortnightly. Ross recognised the need for Katie to have a better understanding of some of the opportunities chemistry could lead to.  Drawing on his contacts and networks Ross facilitated some meetings for Katie that gave her an invaluable insight that she would have not been able to gain without Ross’s help.

‘I organised a tour of my current workplace and arranged for a few members of the organisation from different departments to chat with my mentee about what their job involves – the best parts, the worst parts and how it interacts with the chemistry. We also visited my former research group where my mentee got a chance to hear from a Professor about the career path of an academic followed by an introduction to the current research group with each member describing life as a PhD researcher in chemistry.’ (Mentor, Ross)

An insight – Bob and Dorsa

After graduating from Strathclyde University, Bob joined Unilever PLC where he spent 38 years in research and development.  As a senior scientist (food industry)  Bob travelled extensively in Europe and overseas. Following retirement, Bob was engaged part-time as a teacher of A level chemistry.  In 2024, Bob responded to an RSC email looking for mentors and applied to the Intergenerational Mentoring Network’s Secondary Mentoring Programme.

In 2024 we introduced Bob to Dorsa, a pupil in S5. Like many of the pupils we work with Dorsa had varied ideas about her future and what she might study.  Bob and Dorsa were introduced via zoom and have met regularly with a few meetings being held in person Initially she discussed her interest in pursuing a career related to dermatology or business, later changing her mind to pharmacy.

In engaging with a mentee IMN mentors are often required not just to discuss potential pathways but to help students negotiate them. For example to advance towards pharmacy Dorsa was required to take a Biology Higher exam.  This was not possible to do in her 5th year and she was planning therefore to take the subject in 6th year.  Often these sorts of decisions are difficult for some of the young people on our project.  They may not have the confidence to challenge decisions or to be assertive in making sure the school for example can accommodate them.  For example some of the inner city schools in poorer areas don’t offer advanced higher exams.  These are often required by the more competitive courses and for someone like Dorsa the only way she can take these exams is to join classes in another school.  Often the different school is in another area and may be very different in terms of being a private school or serving a more middle-class area.  Deciding what to do on an informed basis can be something that mentors assist with.  Making this decision and coping with the changes it may bring often requires mentors to offer a level of emotional support alongside their practical help.

As they continue to work together Dorsa and Bob are looking at the subjects she might take in S6 – her final year.  They have spent time discussing the benefits and challenges of continuing study at Advanced Highers.  Going forward Bob has offered to support Dorsa with some additional tutoring but recognises that studying at another school will be an added challenge.

In summarising his experience so far – Bob has described mentoring as rewarding to work with a young person ‘Dorsa is an engaged student and a very impressive young woman who is skilled across the curriculum’ .

Bob and Dorsa plan to continue to meet over the summer 2025

Future development

Our work with the RSC has facilitated a new strand to our mentoring that addresses a major gap in current provision. Alongside delivering mentoring,  we aim to expand the number of young people who are empowered to pursue education and careers in science. Achieving this vision is a long-term commitment that relies on community learning and development approaches to foster rapport, trust, and meaningful engagement with communities developing initiatives that build on their interests.  

A further benefit of the project has been the communication and support between mentors.  We have seen particularly how younger professionals (who are mentors) have benefited from the opportunity to meet and discuss their work with other mentors who are older and/or retired members of their profession.  In this way the project offers much more than a mentoring experience for a young person – it develops a community of people that can enjoy engaging with and supporting each other.

We hope to build on this project and are now exploring the potential for linking with other scientific and professional bodies to fund a wider project.