You Are the System Upgrade: Small Steps to Transform Computing Education

Yesterday (8 October), the Royal Society published its latest report on computing education: System Upgrade Required: Creating Opportunities in Computing Education. It confirms what many of us already know — computing education in the UK faces immense challenges.

Perhaps it was always, ever thus! This is the third report by the Royal Society. The first, in 2012, was Shutdown or Restart, calling for Computer Science to underpin the digital curriculum in schools. Five years later came After the Reboot, discussing the fragility of the subject and suggesting concrete ways forward.

Now, in the back end of 2025, the Royal Society reminds us that we are addressing a severe digital skills gap, estimated to cost the economy £63 billion per year, and that too few young people are gaining computing qualifications to meet this demand. Participation remains critically low, with only about 15% of young people choosing GCSE Computer Science, and A Level Computer Science having the lowest female proportion among all STEM subjects (just 18%).

I feel like I have been here before! It can feel overwhelming. My instinctive reaction is to ask: What can I do in my classroom, in my school? Because, if there’s one thing the report makes clear, it’s that teachers are not the problem; teachers are the solution.

Teachers are not the problem; teachers are the solution.

The significant barriers — that computing is perceived as “difficult” and “boring”, or only for the “cleverest students” — are systemic. But every day, in your classroom, you have the power to dismantle those barriers, one lesson and one conversation at a time. Teachers play an integral role in shaping the enjoyment of Computer Science beyond the subject itself, influencing 46% of students’ subject choices.

When you get a moment in your busy week, do read the full report — but more importantly, share it with your colleagues, your Senior Leadership Team (SLT), and even the parents of your students. Reflect, too, on what small changes you might be able or willing to make in response to this call for change. Making such changes in individual classrooms has been at the heart of the CAS ethos — “There is no them, only us” — for nearly 20 years. The change you make has impact.

In that spirit, and inspired by the report, here are six concrete, practical, yet highly significant actions that — if implemented in classrooms and schools tomorrow — could go a long way to transforming the lives and experiences of all our young people.

Reimagine How We Teach to Foster Belonging and Relevance

1. Inject Creativity and Real-World Relevance

Our subject is not just about coding or maths — it is inherently creative. Perhaps one of the most creative in the curriculum. It’s about solving problems and finding new and innovative solutions. Look for those creative opportunities to make, to share, to produce and to collaborate. Embrace digital media, graphic design, animation, and other expressive forms. Incorporate interactive, hands-on elements that show how computing and coding connect to the real world.

2. Dismantle the “Natural Talent” Myth

How is Computing positioned in your school? Is it presented as a subject for only the “most able” students? The stereotype that computing is “difficult” is pervasive — and we know that performance measures can reinforce it. But we can reframe Computing as a practical, hands-on, creative subject rather than an abstract academic one. Consider the language used in options booklets or presentations — emphasise the creative, problem-solving skills involved.

3. Champion Diverse Role Models

The report calls for a curriculum that prioritises the visibility and diversity of role models. Who do your students see as examples of people making an impact through computing, digital, and data? Include peer role models (older students), and remember that female computing teachers can often be even more effective than well-known public figures. Helping students feel like they belong is essential to inspiring them to see a future for themselves in this field.

Advocacy Allies: Leading Change in the School

But real change doesn’t stop at the classroom door. To make lasting, systemic progress, teachers must advocate for structural change — addressing institutional barriers often found in resource allocation, curriculum time, and guidance provision.

4. Educate the Influencers: Parents and Carers

Parents and carers are a child’s most influential role models, impacting 65% of subject choices. We need to equip families with a clear understanding of course content, job opportunities, and the importance of digital skills. Use opportunities such as open evenings, parent consultations, or newsletters to highlight that computing literacy is vital in all careers — not just in “tech.” After all, every company is now a tech company.

5. Advocate for Dedicated Curriculum Time and Resources

Address your SLT about the need for adequate curriculum time and resources. The report shows that the time currently afforded to computing education is insufficient to teach the national curriculum content. Reduced teaching hours increase workload and risk undermining the status of computing. Advocate for investment to remedy the persistent problem of outdated equipment and ensure computing has parity with other core subjects.

6. Demand and Deliver Targeted Professional Development

Are you one of the 40% of computing teachers with a relevant post–A Level qualification? What can you do locally to support the other 60%? Could you spare time once or twice a year to share your expertise with colleagues in your area? As CAS looks to reinvigorate its hub programme through regional activity, consider contributing — or simply reaching out to connect.

Or perhaps you’re one of the 60% who have worked hard to master this subject without a formal background. Yes — you’re amazing! You also have much to share with others who lack confidence. High-quality training is proven to cultivate a supportive learning environment and expand participation, and there is no doubt in my mind that the best training is delivered by current teachers who understand the pressures their colleagues face daily.

CAS provides opportunities to connect with local networks where you can both offer support and seek help. The spirit of community and generosity — the “gift economy” — has sustained CAS for years. It’s needed now more than ever.

Let’s collaborate to ensure every student sees computing as a creative, exciting, and essential subject — a pathway open to all, whatever their background or starting point.

You are not just part of the system — you are the upgrade it needs.