09 October 2025
System Upgrade Required: What the Royal Society’s New Report Means for Computing Teachers
The Royal Society has released a major new report, System Upgrade Required: Creating Opportunities in Computing Education, and its message is clear: if the UK is serious about preparing young people for the future, we need to take computing education much more seriously.
For teachers, it’s a call to action — and a hopeful one. The report outlines both the challenges we face and practical ways forward to ensure every child can benefit from the opportunities that computing brings.
Why computing matters more than ever
Computing skills are no longer just for programmers. Every sector — from healthcare to art, from engineering to retail — depends on technology and data. Yet the UK still faces a growing digital skills gap. Employers report shortages, while many pupils leave school without the confidence or knowledge to thrive in a digital world.
The Royal Society points out that although computing is on the national curriculum, access to high-quality teaching, equipment, and support remains uneven. That means thousands of young people are missing out — particularly girls and those from disadvantaged backgrounds.
The challenges we need to tackle
1. A persistent gender gap
Only around one in five GCSE Computer Science students are female, and that number drops even lower at A level. Many girls say computing feels “too hard”, “boring”, or “not for people like me”. Yet the data shows that when girls do take computing, their performance is strong.
What’s missing? Confidence, visible role models, and learning experiences that feel relevant to their interests.
2. Curriculum and qualifications that don’t always connect
Computing is taught from age five, but the leap to GCSE and A level can feel huge. The qualifications are often perceived as difficult and overly technical, putting off some students — including those who could excel if the subject felt more creative or applied.
3. A shortage of specialist teachers
Recruitment targets for computing teachers haven’t been met for years. Many teachers are asked to teach computing without sufficient training or support, which can affect confidence and classroom experience.
4. Limited awareness of computing careers
Students often picture computing as coding alone — and not the wide range of careers it can lead to. The report highlights the importance of showing how digital skills connect to every interest, from gaming and design to sustainability and medicine.
5. Unequal access to technology
Some schools simply don’t have enough devices or reliable broadband. These gaps in “computing capital” leave students in certain areas at a real disadvantage.
The Royal Society’s six big recommendations
So, what needs to change? The report calls for a system-wide upgrade — and identifies six key priorities:
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Elevate computing’s status – Treat it as a core subject, as essential as maths or science.
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Invest in infrastructure – Ensure every student has access to a device and reliable internet.
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Review qualifications – Make exams and pathways more inclusive and better connected to earlier stages.
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Create a more engaging curriculum – Include creative projects, real-world contexts, and flexibility.
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Support teachers – Recruit more specialists and fund ongoing professional development.
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Address digital inequality – Tackle resource gaps through national investment and partnerships.
What teachers can do right now
While big policy shifts take time, there are steps schools and teachers can take immediately:
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Make computing creative. Include problem-solving, design, and cross-curricular links.
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Show real-world relevance. Connect lessons to everyday technology and future careers.
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Highlight diverse role models. Invite guest speakers or share stories from women and underrepresented voices in tech.
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Encourage confidence. Especially for girls and pupils who might not see themselves as “techy”.
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Share best practice. Collaborate across departments and schools to strengthen computing teaching.
A chance to reboot computing education
The Royal Society’s message is both a warning and an opportunity. Without investment, the UK risks leaving a generation behind. But with renewed focus on equity, creativity, and teacher support, computing could become one of the most empowering subjects in school.
For teachers, this report reinforces what many of us already know: computing isn’t just about code — it’s about giving every child the confidence and skills to shape the digital world they live in.