We tell kids they can be anything they want. But as they grow older, the message often shifts. We start adding caveats, limitations, and parameters based on what’s “realistic” or “practical.” It’s not always ill-intentioned — often, we’re trying to protect them from disappointment or failure. But what would it sound like if we applied the same logic we use on adults… to children?
Child: I want to be a doctor!
Adult: That’s great — but you’ve never been a doctor. You wanted to be a ballerina last year. Are you really starting over?
Child: I guess so. I want to help people.
Adult: That’s nice, but dancing isn’t the same as medicine. I’m not sure you’re qualified.
Child: But I can learn.
Adult: Sure… if you’re ready to go back to school, spend years studying, take on debt, work long hours… Hopefully, you’ll get there eventually.
It sounds absurd when we say it out loud. Yet, this is the internal narrative we often impose on adults — and increasingly, on young people. We categorize them too early, put them in boxes based on a single interest or strength, and discourage exploration outside those lines.
Maybe it’s because we see time differently for adults than for kids. Or maybe we assume skills aren’t transferable — that there’s no meaningful connection between being a ballerina and a doctor. But what about the shared understanding of the human body, the discipline, the rigor, the mentorship required in both fields? Both careers demand early mornings, long nights, and years of dedication.
This is where STEAM education shines.
STEAM — Science, Technology, Engineering, Arts, and Mathematics — isn’t about separating students by interest; it’s about connecting disciplines and empowering students to see the relationships between their passions and potential career paths.
When I was in school, I loved nearly every subject — math, science, history, English, art. With a great teacher, I felt like I could succeed in anything. But as I got older and my focus shifted more toward art, that became my entire identity. I was the “art kid.” Creative, sure — but not seen as someone who could contribute in more “academic” spaces. And eventually, I believed that too.
Discovering STEAM was like a breath of fresh air. It validated the idea that students don’t need to choose just one lane. It gave space for creativity and curiosity to coexist with logic and analysis. STEAM isn’t about funneling students into a single career path — it’s about expanding their view of what’s possible.
What I appreciate most is how STEAM encourages exploration without fear of wasted time. Changing direction doesn’t mean starting over — it means building on existing strengths and applying them in new ways. That’s a mindset shift that students of all backgrounds deserve to experience.
But here’s the problem: access to high-quality STEAM education is still inequitable. Too often, these opportunities are only available to students whose zip codes or family income allow it. And that needs to change.
STEAM education isn’t a trend or a buzzword. It’s a foundation — a powerful way to foster critical thinking, collaboration, and self-confidence in all learners. It should be the heartbeat of every classroom, not a special add-on.
Every teacher brings something unique beyond their content area. The question is: how are we creating space for students to bring their whole selves to learning? How are we encouraging them to explore across subjects — not just to prepare for a career, but to grow into resilient, well-rounded humans?
Because students aren’t meant to fit in boxes. They’re meant to break them.
Written by: Eva Phillips