When I was asked to support the SmartSTEMs Moray event, the brief sounded straightforward: run a workshop, explain the work of Defra and encourage young people to consider careers in science, technology, engineering and mathematics (STEM).
But rather than give a presentation, I wanted pupils to experience the collaborative problem-solving that often takes place across Defra. That idea became an immersive challenge: Can Your Team Keep Defra Running?
The scenario - creating an emergency response centreI created a fictitious scenario that went something like this. Following reports of a fictional national sweet shortage, the pupils joined a Defra Emergency Response Team. Their task was to investigate clues, complete challenges and gather the information needed to save the nation’s sweets.
At the end of September 2026, my colleagues Keiran and Flora helped me transform a university lecture theatre in Moray into a fictional Defra Emergency Response Centre.
Around 50 pupils, aged 10 to 14, worked in teams across four challenge stations. Each pupil had an assigned role, and every activity called for collaboration, critical thinking and creativity.
After months of designing and testing the activities, I expected the challenges to keep everyone busy for some time. The pupils had other ideas. They solved problems so quickly that my carefully planned timings soon fell apart.
That gave us more time for something equally valuable: conversation.
Pupils asked what Defra does and whether they could work with animals, become scientists or pursue careers in technology and cyber security. We were able to show that Defra needs a wide range of people and skills, including environmental science, animal health, project delivery, digital and cyber professions.
Recognising different strengthsOne moment stayed with me more than any puzzle or challenge.
As part of the exercise, the pupils were given different roles; what struck me was how seriously they embraced them. Each brought something different to the challenge, and some found confidence and purpose in parts of the exercise we might not have expected. It was a lovely reminder that giving young people different ways to contribute can bring out strengths we might not otherwise see.
After the final challenge, a pupil asked: “Do you think I could work for Defra one day?”
I said yes. Defra needs scientists, animal specialists, project managers, cyber professionals, analysts and people with many different strengths and perspectives.
Later, a member of the school support staff told me it was the happiest they had seen that pupil. It was that feedback that meant the most.
Building confidence in future talentInvesting in future talent is an important part of creating lasting social value. Outreach events do more than raise awareness of careers. They help young people recognise that their interests, abilities and perspectives have value, and that future opportunities can be achievable.
SmartSTEMs Moray also showed what partnerships between schools, universities and employers can achieve. By creating practical and engaging experiences, we can help young people build confidence, curiosity and awareness of the many routes into STEM.
If even one pupil left feeling more confident about their future because of a conversation that day, I would consider the mission a success. The nation’s sweets may have been rescued, but the real achievement was helping young people imagine what could be possible for them.
More informationMichelle Mackay is a Senior Change Manager in the Defra Change Management team within Digital, Data, Technology and Security (DDTS).
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https://defradigital.blog.gov.uk/2026/11/02/helping-young-people-explore-stem-careers-at-defra/
seen at 16:40, 2 November in Defra digital, data and technology.