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Technology isn't for someone 'like me': How can we break down the misconception barrier?
Careers education is a valuable aspect of a young person’s academic journey. Ideally, it will help to inform study and employment choices, but what happens when barriers get in the way?
While teachers are responsible for careers education in the classroom, they may not be equipped to dispel myths and accurately guide young people on career choices.
This is where industry can play a pivotal role, being uniquely positioned to open doors and give exclusive insights to young people. Such insights inform and inspire young people.
Many young people hold misconceptions about the world of work. These are perpetuated through media representations and the beliefs of those around them. Unless we challenge such misconceptions, they can become barriers. Often, the most impactful way to dispel these is through direct experience.
So, what are some of the misconceptions about working in the tech sector? And how are industry and organisations such as the National Centre for Computing Education (NCCE) working to eliminate these?
‘All tech jobs require programming or coding skills’
During a recent collaboration with a global tech consultancy and a Premier League football team, Year 6 pupils were challenged to design new technology for sports accessibility.
They learned about various tech roles, especially those involving creativity and communication. One pupil said, “I still want to be an artist, but now also an engineer. Being good at art helps with this job.”
Working in technology isn’t for ‘someone like me’
In a speed networking event with a cybersecurity company, students met role models from diverse backgrounds and tech roles.
Afterwards, one student remarked “today was such a great experience to properly understand the jobs in tech and what it’s like to work in them. I liked meeting the role models and understanding their jobs and what skills it took to get them. I learned about loads of different jobs using computing that I’ve never heard of before.”
‘What I’m learning has no relevance to the working world’
At a recent Q&A session, students spoke with a software engineer who explained his role in developing systems to address complex real-world challenges, such as creating safer airplanes, assisting scientists in discovering new medicines, and analysing vast quantities of data.
Afterwards, one student commented, “Today I learned that we can save our world with tech and that technology helps with sustainability.”
How does industry benefit?
Careers education goes beyond improving the lives of young people.
Careers education improves industry talent pipeline, increasing numbers and adding diversity. Volunteers also report increased confidence, presentation skills and even teamwork.
Industry engagement forms part of the ecosystem that supports careers education. Young people should discover career paths they are passionate about that utilise their unique strengths and interests.
How can you get involved?
The NCCE’s outreach programme aims to showcase and demystify careers related to computing for all young people, while supporting to enhance confidence in computer science knowledge abilities amongst older students. Since September 2023, over 12,000 interactions have taken place with young people aged 7-18 years, allowing them to engage directly with over 40 employers across a range of tech-related industries.
To find out more about how you or your organisation can get involved in careers education, find out more by attending our information session on Thursday 19 March 2026 at 12:00. Book your space here.
About the campaign
In our pursuit to shape a more equitable future, our March TechTogether campaign will focus on supporting the next generation by joining the National Careers Week campaign, empowering women in tech, advancing equity by design, and evolving the landscape of online safety.
Career related industry insights:
Other opportunities to get involved:
Other related insights:
Authors
Katherine Ellis
As Project Lead (Inclusion and Student Outreach) at STEM Learning, Katherine oversees the National Centre for Computing Education’s enrichment and outreach support and signposting. She also leads the NCCE’s I Belong programme, which aims to help more girls to pursue computer science-related study and careers. Her previous roles include working directly in education settings and several years delivering careers education activities in partnership with industry and education.
