---
title: "Envisioning possible futures: How early STEM experiences can have a lifelong impact on a child's identity"
description: How an early experience with STEM can help shape a positive identity as a confident, creative problem-solver.
image: https://yesblog.mos.org/hubfs/STEM%20Identity.png
---
[](https://yes.mos.org)
[](https://yesblog.mos.org)
# Envisioning possible futures: How early STEM experiences can have a lifelong impact on a child's identity
Posted by [Tiffany Case Ard, YES Team](https://yesblog.mos.org/author/tiffany-case-ard-yes-team) on Tuesday, October 20, 2026
***Why read this article***
- ***Meet a former YES student*** *whose future was shaped by an early engineering experience*
- ***For educators:*** *See what kinds of STEM experiences help build child’s identity as a problem-solver*
- *Download free STEM Career classroom activities and STEM identity fact sheet*
As a water resources engineer, Julia Kelly spends her days thinking about where water is going. “The whole system of water, people's relationship with water and how they affect each other is fascinating,” she says. But long before she was called upon to predict the flow of stormwater or help plan infrastructure and protect coastlines, Julia was thinking about a water filter design for a plastic frog in her fourth-grade classroom in Fall River, Massachusetts.
In fact, we still have the footage.
Julia Kelly investigating materials. Later, when the first test didn't produce the result her team wanted, she was already thinking about which materials they could use to improve the design.
When asked to recall that experience, her enthusiasm is hard to miss: “For us in the fourth grade, it was like the biggest deal ever. A whole film crew came to our classroom, I remember I painted my nails because we were going to be on TV.”
There’s a lovely symmetry to this story: the child who eagerly tested water filters now works professionally on problems involving water. During filming, she even talked about becoming an engineer someday. But when we recently caught up with Julia and asked what stayed with her from that experience, she says it wasn’t a specific career ambition. Her clearest memory is the confidence that came from discovering she was someone who could take on complex, open-ended problems.
## I think I can: STEM identity begins with an experience
“Identifying as an engineer” is one of the [Engineering Practices](https://yes.mos.org/impact/engineering-practices)we emphasize in our curriculum. However, this doesn't mean we expect every student to become an engineer. It means that we want students to have opportunities to experience the way that engineers approach problems, and to recognize those abilities in themselves so they can tackle other problems they encounter.
During an engineering challenge, students ask questions, imagine possible solutions, work with others, test their ideas, and use what they learn to improve their designs. Through that experience, they begin to realize some important strengths:
*I know how to explain my ideas.*
*I always learn from something that didn’t work.*
*I can figure out what to try next.*
For Julia, that kind of internal identity began with the realization that she didn’t always have to know the right answer. “At that age, math and science is presented as very black and white,” she remembers. “You either get the answer correct or you do not.”
Engineering felt different. “Knowing from the start that we were going to try multiple time and I didn’t have to get it perfect the first time was incredibly freeing.”
She says the Engineering Design Process gave her more freedom to be curious, and to try something even when she wasn’t sure whether it would work. We can see that resilience in this short clip:
Fourth-grade Julia Kelly examines the results of a water-filter test during an Engineering is Elementary lesson in Fall River, Massachusetts.
Notice that she's not upset that her team's prototype didn’t work! The test has provided useful information, and she knows exactly what she wants to try the next day: “Put a sponge in it.”
This is what we mean when we talk about developing an engineering identity. Students don't need to meet a problem thinking *I already know how to do this*. Instead, they learn to think, *I can try something and then figure out what to do next.*
> *"Knowing from the start that we were going to try multiple times and I didn’t have to get it perfect the first time was incredibly freeing." —Julia Kelly*
## Students need clear evidence that they are capable of engineering
Julia remembers something her teachers said repeatedly. **“They would say, *Today we’re going to be engineers. Today you’re going to do engineering."*** In hindsight, she says that framing was valuable and meant a lot more than if they had said “today we are going to learn *about* engineering.”
When students hear their own actions described as engineering, the idea becomes more concrete and personal. They're not just learning *about* engineering as an abstract job title. They know it's something they can do, because they've seen proof.
### **Helping each students incorporate their own strengths into their STEM identity**
One of the beautiful things about engineering is that there are many ways to contribute to a solution. A student who enjoys building things may connect with these challenges right away, but engineering also needs careful observers, creative thinkers, people who can communicate ideas, and people who understand how a problem affects others. Engineering has a role for all of those strengths.
YES activities intentionally give students different ways to contribute such as storytelling and discussion, drawing and sketching, hands-on exploration, building and testing, observation, collaboration, and reflection. This allows more students to find their way in and start thinking *solving problems is something I’m good at.*
### Show students ways they can make a difference
Julia’s story points to another important way students might recognize themselves in engineering: *Oh! This is something I care about.*
Julia recalls learning in fourth grade that there were many different kinds of engineers, and that meant many different ways to help. As someone who cared deeply about environmental issues, this was the key. “I saw myself as someone who wanted to help people and the environment. YES showed me that engineering could be a pathway to do that.”
A student may not recognize themselves in the word *engineer*. But they might recognize themselves in a problem involving clean water, accessibility, health, animals, transportation, or their community. Showing students the breadth of STEM work expands ways they can imagine themselves helping with those community needs.
That's one reason YES engineering challenges begin with meaningful problems that are presented as a narrative around helping others. It’s also why we recently began developing free STEM Career Modules for upper elementary units. These begin with real-world scenarios that introduce students to a wide variety of people and professions using STEM to help others.
The goal isn’t to point students toward a particular profession. It’s to give them a wider view of the possibilities, because like Julia, many students know what they care about, but don’t know about the many paths they could take.
Free resources from [YES STEM Career Explorations](https://yes.mos.org/curricula/careers) include real-life scenarios, day-in-the-life stories, career posters, and video interviews with people in STEM careers.
For Julia, that path continued to develop for years after the classroom engineering experience. She thought about different ways she might help the environment, and strongly considered becoming a writer. However, as college decisions crystalized she changed direction. “I realized that how I wanted to help the environment was not to tell the environment's story, but to try to change things. I saw engineering as a way of implementing change.”
She went to Rensselaer Polytechnic Institute to study environmental engineering and sustainability, which led directly to the exciting work she does today. Fourth-grade Julia didn't need to know exactly where her interests would take her. She needed opportunities to explore new ways to act on what mattered to her.
## How educators help build STEM identity
Students develop engineering identity through what they experience, how they participate, and what they begin to notice about themselves. Here are five ways you can support that process:
- **Make the label clear.** Use engineer as a verb, and compare/call students **engineers** while they’re doing engineering work.
*“You engineered a way to get the wheels to turn.”
“Good job, engineers!”*
- **Call out engineering practices when you see them.**
*“You changed your thinking when you saw the test results. That's great engineering."*
*“You asked questions that helped your team understand the problem better. You’re really thinking like an engineer!"
“You listened to your teammates and made sure everyone's ideas were heard by the group. Engineers never know where the best idea could come from.”*
- **Connect challenges to helping others, or to something your students care about.** Meaningful problems help students view engineering as a way to contribute to their communities and the wider world.
- **Prepare them for iteration.** Tell students ahead of time that their designs will likely fail at first, and that's useful information! They will have more opportunities to test and improve their ideas.
- **Value different strengths.** Make space for students to contribute in different ways. Remind them to listen to everyone's ideas because engineering problems need different perspectives.
## The possibilities we can unlock
Julia's story is a particularly joyful example of what can happen when a child discovers engineering. We met her in fourth grade. Years later, she's a working engineer, applying her skills to problems she cares deeply about.
But when we asked what she hoped other students might take away from experiences like hers, Julia didn't define success in terms of future engineering careers. “If students who don't see themselves as engineers can still see themselves as problem solvers and apply those lessons throughout their lives, I think that's a success just as much as a student becoming an engineer.”
That's the larger purpose of helping students identify as engineers. We're not trying to decide what students will become in the future; it's really about helping them see what they are capable of right now. We're giving them tools for approaching unfamiliar problems, helping them recognize their own strengths, and expanding the possibilities they can imagine.
Thanks to that old classroom footage, we can still hear the moment she began imagining being an engineer someday: “It sounds wicked fun!”
**Ready to try it with your students? Here are a few next steps you can take...**
1. **[Visit our Learning Library](https://yes.mos.org/professional-learning/learning-library/identify-as-engineers) for more about helping students develop identities as creative problem solvers.**
2. [**Download the tip sheet.**](https://mos.widen.net/s/tqmdvhcnxn/practices-brief_identify-as-engineers) Find strategies for helping students recognize their own engineering skills and identities.
3. [**Explore the YES STEM Career Modules.**](https://yes.mos.org/curricula/careers)Help upper elementary students discover the many ways people use STEM to solve problems and help others.
4. [Download an engineering career unit](https://yes.mos.org/stemweek)we put together for Mass STEM Week
*Up next in the Engineering Practices classroom series: Persisting through failure*
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#### Written by [Tiffany Case Ard, YES Team](https://yesblog.mos.org/author/tiffany-case-ard-yes-team)
Topics: [Create a Generation of Problem Solvers](https://yesblog.mos.org/topic/create-a-generation-of-problem-solvers), [Durable Skills](https://yesblog.mos.org/topic/durable-skills), [Engineering Practices](https://yesblog.mos.org/topic/engineering-practices)
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