Adolescents in Care Are Also Interested in Science: Impact of Extending Learning Time Through STEM Actions

Abstract There is a large body of scientific literature documenting educational inequality affecting children in care and unequal access to supportive environments and role models linked to science, technology, engineering, or mathematics (STEM). However, fewer social impact studies have been conducted to show how to overcome this barrier. This research introduces an extended learning time intervention based on dialogic scientific gatherings (DSG) around different STEM topics followed by training sessions with scientists on human evolution, palaeo-ecology, physics, and chemistry. The study was carried out in a residential care environment involving adolescents ( N = 9) aged 17–19 years old and social workers ( N = 5), and it is framed within communicative methodology (CM) through communicative semi-structured interviews conducted with all participants involved in the project ( N = 14). From the participants’ voices and their social workers’ perceptions, the results allow us to assert that adolescents in care are also interested in science when successful evidence-based actions are implemented. This research describes specific actions that can contribute to overcoming educational inequality by opening up possibilities for access to STEM careers for adolescents in care.