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Welcome! to our latest issue
With the sun (hopefully) shining and school holidays just around the corner, summer is the perfect time to explore new interests, get hands-on with creativity, and discover the exciting world of STEM: science, technology, engineering and maths.
In this issue, we meet Max, a passionate scientist and storyteller who brings STEM to life in fun and unexpected ways. We also take a closer look at how disabled voices are shaping the future of STEM through the work of the Disabled CoLab and other inspiring initiatives.
For gamers, we’ve rounded up five of the best video games for inclusive play, celebrating accessibility wins and fun for everyone. If you’re looking to bring more STEM into your school or setting, don’t miss our Find a Funder guide with grant opportunities to support learning in SEND environments.
We’re shining a light on diverse role models, honest robots and real-life projects that show how science and creativity go hand in hand. And our What’s On guide is packed with accessible events in science, sport, arts and theatre to keep your summer full of inspiration.
We hope this edition encourages you to get exploring, get experimenting and get excited about all the ways STEM can open up new possibilities.
Enjoy the issue!
Carmel Hourigan Manager of Kidz
Meet Max, the scientist, storyteller and selfproclaimed “Ouch Mouse” redefining
looks like
what STEM
Max is many things. A scientist. A multi-award-winning disability and LGBTQIA+ advocate. And the face behind the name “Ouch Mouse.” But where did that name come from?
“One day, I forgot the word ‘hedgehog’ and called it an ‘ouch mouse’ instead,” Max laughs. “And then I thought, well, I’m small, I live with chronic pain… I’m an Ouch Mouse too!”
That blend of honesty, humour and creativity is what makes Max’s platform so powerful and so relatable. It’s also what makes them a standout voice in the world of STEM.
A scientist with a story
Max began sharing their experiences in 2019 after graduating with a master’s degree in science. At the time, they were living with a rare condition called Cold Urticaria, which means they are allergic to cold temperatures. Exposure to cold air can trigger dangerous allergic reactions, including swelling of the throat and difficulty breathing.
To stay safe, Max began wearing a face mask in public. But this was before the COVID-19 pandemic - before masks were widely understood or accepted. It meant they often stood out.
“People would shout at me in the street because of the mask. I just wanted to protect my health, but people didn’t understand. So I explained my condition in a local Facebook group, hoping for a bit of kindness.”
That post attracted the attention of journalists, but the resulting articles often exaggerated or misrepresented Max’s story. So, they decided to take control and started sharing their journey themselves.
From that moment, Max began creating videos about their health, life as a disabled scientist and their passion for making science and STEM more inclusive. Their topics range from hearing loss and visual impairment to cats and queerness. At the heart of it all is one key message: disabled people can do anything.
There’s no one way to be disabled
Max lives with Ehlers-Danlos Syndrome, a condition that affects the joints and connective tissues, sometimes causing fatigue, pain or even dislocations.
“One day, I forgot the word ‘hedgehog’ and called it an ‘ouch mouse’ instead”
Max Fisher RSci
“Some days I walk. Some days I can’t even push my wheelchair because my arms hurt too much. Disability looks different for everyone, and it changes day to day. You can be disabled and be so many other things too.”
Making science and schools more accessible
As a proud advocate for inclusive education, Max wants teachers and schools to recognise that accessibility is about more than just putting in a ramp.
“It’s about having working lifts, Changing Places toilets, high-contrast signage, a T-loop system for hearing aids, and most importantly, staff who believe in disabled
pupils’ potential. If we say we’re struggling, we are. If we say we want to try, let us try.”
They also highlight the need for better representation of disabled people in classrooms and in STEM education.
“We need disabled role models shown in lessons, posters and books. Not just for disabled kids, but for everyone. It helps build a more accepting world.”
Smashing stereotypes in STEM
Max is a Deafblind researcher who works in a laboratory. They use microscopes, conduct research and lead conversations about science and access at a national level. Yepmicroscopes and all. Disability doesn’t mean disqualified.
“People are surprised when I say I’m a scientist and disabled. But why should they be? We exist. We’re good at what we do. The world of work and science needs to stop seeing us as exceptions and start seeing us as valuable.”
One of Max’s proudest moments was speaking at RAREFest 2024, an event that brings scientists and people with rare diseases together. They spoke about the complexity of choosing which condition they’d cure first and got the audience thinking about how different every experience is.
Their work goes beyond the lab. Max has collaborated with organisations like Sense, created “Deaf in STEM” merchandise with Deaf Identity, and was even featured in Cathy Reay’s book How To Be Disabled and Proud. In 2024, they were named the UK’s Most Influential Disabled Scientist.
STEM needs more Ouch Mice
One powerful campaign Max was part of is Spotlight Science, a poster series featuring disabled scientists in schools across the UK. The goal was simple but important: show that disabled people belong in STEM too.
“Growing up, I didn’t see people like me in science. I want to be the role model I needed. Someone showing that being queer and disabled isn’t a barrier. It’s part of what makes me who I am. And I’m an excellent scientist, not just a token one.”
Advice for future scientists
For young disabled people who want to pursue STEM, Max offers this advice:
“Don’t stop fighting for what you want. Say yes to new experiences. Challenge yourself. Apply for that job. Speak at that event. If something is inaccessible, ask for change. And give back to others when you can.”
Hopes for the future of STEM
Max dreams of a world where accessible lab equipment is standard and where disabled scientists are celebrated, not sidelined.
“I want science and medicine to include the voices of patients. I want disabled people to be recognised for who they are, not seen as a problem to solve. Accessibility helps everyone, and anyone can become disabled at any time. We all benefit from a more inclusive world.”
Because, as Max says, “Having more treatment options is brilliant. But being respected as a person, treated or not, is even better.”
Follow Max @Ouch_Mouse to keep up with their work in science, disability rights and creating a more inclusive future for STEM.
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The Disabled CoLab: Making space for disabled voices in STEM and beyondl
What happens when two disabled PhD students, one studying molecular genetics and the other English literature, come together to challenge outdated norms in science, education, and accessibility?
You get The Disabled CoLab – a bold and inspiring initiative that isn’t just questioning what success in STEM looks like but actively redefining it.
The project was founded by Emma Collington and Samantha Fowler, both PhD candidates at the University of Waterloo in Canada. It began with frustration but quickly became a platform for hope, action, and transformation.
Emma lives with a genetic connective tissue disorder that causes frequent joint dislocations and affects multiple organs. Samantha is neurodivergent and lives with chronic pain and mental health challenges. Despite excelling academically, both felt alienated in the rigid, often exclusionary environments of their undergraduate STEM courses.
“We never saw role models who looked or worked like us,” says Emma. “Science didn’t seem to have space for someone who wears a spinal brace and uses a service dog, or for someone navigating a mental health condition while succeeding academically.”
Rather than wait for change, they decided to lead it.
From STEM with Disabilities to The Disabled CoLab
The project began in 2022 as STEM with Disabilities, a visibility campaign sharing the experiences of disabled people working in science, technology, engineering, and maths. But as the platform grew, so did its ambitions. It soon expanded to include voices from all academic disciplines, not just STEM. That shift prompted a full rebrand into The Disabled CoLab – a name that reflects its broader, more collaborative approach.
The initiative now acts as a hub for interviews, resources and community-building. The website, www.thedisabledcolab.com, brings people together to share ideas, experiences and practical insights.
Challenging the status quo in science
STEM has long been associated with rigid expectations: long lab hours, physically demanding fieldwork and inflexible deadlines. For disabled students, these norms are more than just impractical – they can be actively exclusionary.
Emma recalls being told to consider switching to a more “accessible” field when she started her PhD. “Apparently I’d be the first disabled student in my department,” she says. “That either meant I was the first who couldn’t hide it, or that the department had some serious structural problems.”
She now conducts all of her research from home, works flexible hours and often lies down while doing so. Rather than holding her back, this approach has led to published research and prestigious scholarships.
“These aren’t special favours,” adds Samantha. “They’re accessible practices that should already be in place.”
Building a global community
Since launching, The Disabled CoLab has featured more than 20 interviews with disabled students and professionals around the world. The stories span a wide range of subjects and stages in education, from undergraduates to established academics. It also challenges institutions to ask difficult questions. Why have so few visibly
disabled people progressed through their programmes? And what needs to change?
By raising awareness and offering examples of inclusive practice, the CoLab is helping to shift the culture of academia.
Advice for young disabled people interested in STEM
Emma and Samantha are clear in their message: disabled people belong in STEM, or in any field they choose.
“Don’t let anyone tell you that you don’t,” says Samantha. “Finding the right support can be tricky, and not every accommodation will work for you – but don’t give up.”
“Find your people,” Emma adds. “Community is everything. Having mentors and peers who understand your experience can be what gets you through the hardest days.”
Samantha’s own journey into postgraduate study became possible only after she found a supervisor who welcomed her neurodivergence and created space for her authentic self. That kind of support, she says, can make all the difference.
Looking ahead
The Disabled CoLab is continuing to grow, collecting stories, tips and resources to help others navigating education and work. The founders are also exploring how storytelling, entrepreneurship and community-building can empower more disabled voices.
Their goal is simple but powerful: to change how people think about disability in academic spaces. Not as a limitation, but as a strength.
“There were many points where we were told not to bother with STEM because our disabilities would hold
us back,” says Emma. “We hope that in the future, disabled students will be encouraged to follow their interests, and that their creativity, expertise and passion will be fully recognised.”
Because disabled people have always been problem-solvers. And that’s exactly what science needs.
Whether you’re a young scientist, an aspiring academic, or simply someone who doesn’t fit the mould, The Disabled CoLab is proof that you don’t have to change who you are to succeed – you just need to change the rules.
Learn more...
Visit www.thedisabledcolab.com
Photography by Magda Spurek @magdaspurekphoto
Featuring support dogs Marlowe and Echo
STEM talent
In2scienceUK was originally founded by Dr Rebecca McKelvey in 2010 to address the inequality of opportunity for young people from low socioeconomic backgrounds to pursue careers in science, technology, engineering and mathematics (STEM). There are so many talented young people across the UK who have the potential to lead fulfilling careers in STEM but do not have access to the information, connections or practical opportunities to help them get there. In2scienceUK exists to change that.
Opening doors through opportunity and community
At the heart of In2scienceUK is a powerful mission: to promote social mobility and
diversity in STEM by giving young people from low-income backgrounds the tools they need to thrive. The charity works to break down systemic barriers that too often prevent underrepresented students from accessing careers in science, technology, engineering and maths. Through tailored programmes, mentorship, and real-world experiences, the charity helps students build the confidence, skills and networks to make informed choices about their future in science, technology, engineering and maths. Over the years, In2scienceUK has expanded its reach well beyond London, creating a vibrant, national community. One of the most rewarding signs of progress is seeing former participants return as mentors and speakers, sharing their journeys and helping to inspire the next wave of STEM talent.
Breaking barriers for disabled young people in STEM
Many of the challenges facing disabled students in STEM overlap with those experienced by others from underrepresented backgrounds such as the rising cost of living and a lack of visible role models. In2scienceUK recognises that there is a significant opportunity gap in STEM for a number of underrepresented groups, including disabled people, and is committed to closing it. By working in partnership with academic institutions and industry leaders, the charity is pushing for a more inclusive future. At a time when the value of diversity, equity and inclusion (DEI) is being called into question, In2scienceUK continues to advocate for meaningful change because inclusion strengthens innovation, and innovation benefits us all.
You belong in STEM
For young people who don’t see themselves represented in science, technology, engineering or maths, it can be easy to question whether there’s a place for them. But In2scienceUK offers a clear message of encouragement:
The truth is, STEM needs diversity. People from a wide range of backgrounds bring fresh ideas and new solutions. That’s why mentorship and community are so vital they remind young people that the barriers they face aren’t a reflection of their abilities, but of wider systems that still need to change. Your experiences can drive innovation in ways others simply cannot.
“Just because you can’t see people like you in the industry or career you’re interested in, doesn’t mean you don’t deserve to be there you absolutely belong.”
Programmes that open doors
In2scienceUK offers three core programmes, each tailored to support students at different stages of their academic journey:
In2STEM: Designed for Year 12 students (or equivalent), this programme includes a 1–2 week in-person placement at a STEM workplace. It also features employability skills workshops and a public engagement competition to build confidence and communication skills.
In2research: A year-long initiative for undergraduates interested in postgraduate study. Participants benefit from an 8-week summer research placement, plus workshops, mentorship, and away days that provide a deep dive into academic research.
In2careers: An online platform available yearround, offering exclusive access to careers panels, webinars, in-person networking events and a wealth of STEM-related resources.
How to get involved
Schools, teachers, parents and students can find out more and register interest by visiting the In2scienceUK website. While this year’s In2STEM and In2research programmes are already in progress, applications for the next cycle will open soon—and early interest is encouraged. The In2careers platform is open year-round for eligible students looking to explore career paths and connect with the STEM community.
In2careers is available to join anytime - take a look at our eligibility criteria and sign up today.
Engineering accessibility: How clever tech is helping people get moving
From robotic arms to smart pavements, meet the innovations transforming mobility in the UK.
Getting around isn’t always easy –especially if you have a disability or health condition that affects your mobility. But across the UK, engineers are using science, creativity and artificial intelligence (AI) to open up the world in amazing new ways. Whether it’s custom supports, high-tech limbs or smarter cities, accessibility is finally becoming a priority – and the results are seriously impressive.
Robots, AI and real-world support One of the most exciting areas in accessibility is assistive robotics. These are clever machines – like robotic arms or AI-powered wheelchairs –that help people do everyday things more independently.
In some cases, they can respond to voice commands or even brain signals! There are robotic feeders for people with limited upper-body movement, and exoskeletons that support walking or standing. In care homes, robotic aids are helping carers lift and move people more safely.
3D-printed supports made just for you 3D printing is changing the game when it comes to orthotics and prosthetics. Instead of waiting for something generic, people can now receive custom-designed supports made quickly, affordably – and to fit perfectly.
Some systems even use AI to analyse how a person walks or stands, creating supports that are more effective and comfortable. It’s a great example of tech meeting real-world need.
Bionic limbs that move like you do Prosthetic limbs have come a long way. Today’s versions can pick up signals from your muscles to move when – and how – you want. Some even learn how you move and get better at responding over time.
This means smoother walking, better grip, and more freedom to do things you love – whether that’s sports, hobbies, or just heading out for the day with friends.
Smarter streets and stations Engineering is also making public spaces more accessible. In cities across the UK, smart tech is being used to design better pavements, more responsive crossings, and transport that works for everyone.
Some projects are testing AI systems that can detect blocked paths or broken lifts – and then guide people along easier routes using a mobile app or screen. That
What is AI? AI stands for artificial intelligence. It’s when machines are able to “learn” from data or experience and make decisions, just like a human brain (but much faster!).
means fewer unexpected obstacles and more breakthroughs so exciting is that they’re not just clever – they’re made with people in mind. More designers are working alongside disabled communities to create tech that’s useful, empowering, and even fun.
From robotic tools to bionic limbs and beyond, the future of mobility is all about inclusion. And that’s something worth celebrating.
3
cool inventions to watch
1 The LUKE Arm – a prosthetic that responds to muscle signals
2 Smart paving slabs – trialled in London to track movement and improve accessibility
3 ExoRehab suits – lightweight suits that support walking after injury
Ranking the five best video games for inclusive play...
1
The Last of Us Part II
The gold standard in accessibility features
2 Minecraft
A creative sandbox that puts the player in control
Minecraft’s accessibility lies in its customisable pace and adaptability. It supports adaptive controllers and is compatible with multiple input devices, including eye-tracking and onehanded setups.
Players can choose peaceful modes, build without pressure, or engage in multiplayer with friends.
The open-world structure and lack of required combat make it approachable for many with motor or cognitive impairments, while community mods and accessibility packs expand its possibilities even further.
This critically acclaimed title leads the pack with 50 plus accessibility options, covering vision, hearing, and motor needs.
It includes fully customisable controls, high-contrast display modes for low vision, built-in text-to-speech narration, and even puzzle-skipping and motion-sickness adjustments.
What sets it apart is not just the range of features, but how they’re seamlessly integrated into the gameplay without compromising the experience.
For players with disabilities, it sets a powerful example of what AAA accessibility should look like: AAA signifies the highest rating of online accessibility.
Credit: Steam
Credit: Steam
3
Forza Horizon 5
High-speed thrills with thoughtful accessibility design
Forza Horizon 5 is one of the most inclusive racing games to date, offering one-handed mode, text-to-speech, and extensive controller remapping. It’s compatible with the Xbox Adaptive Controller, allowing players to craft setups that work for their specific needs.
The driving assists, steering aid, and braking automation also make the game approachable for players with varying mobility levels, without sacrificing the fun of a racing game.
4 Sea of Thieves
Accessible adventures on the high seas
Sea of Thieves includes several thoughtful accessibility features such as single-stick steering, text-to-speech for chat, and narration of menu options.
It also offers colourblind settings, subtitle scaling, and various motor accessibility options.
The game’s cooperative nature encourages players to take on different roles on a ship, meaning players can contribute in ways that suit their abilities. However, the real-time multiplayer setting and unpredictable challenges may be overwhelming for some.
5 Animal Crossing: New Horizons
Relaxed, low-pressure play that’s friendly to many Animal Crossing’s accessibility comes from its gentle pacing, simple control scheme, and nonlinear gameplay.
Players can play at their own speed with no time pressure or risk of failure.
The visuals are clean, the tasks are intuitive, and there’s flexibility in how you interact with the game.
However, its accessibility is more passive - lacking indepth settings for players with hearing, vision, or significant motor challenges.
Credit: Mojang studios
Credit: Microsoft
Credit: Nintendo
Find a Funder: Grants to boost STEM learning in SEND settings
Our Find a Funder feature highlights organisations making a real difference by helping disabled children, young people, and their families access funding for inclusive opportunities. This STEM edition features two fantastic schemes helping pupils with special educational needs and disabilities (SEND) access hands-on, inspiring science experiences.
The Royal Society: Partnership Grants (SEND strand)
The Royal Society, the UK’s national academy of sciences, is committed to supporting inclusive science education. Its Partnership Grants scheme enables schools to deliver exciting STEM projects in collaboration with scientists, engineers or technologists. The dedicated SEND strand ensures that pupils with additional needs are fully included.
What the funding supports
• Curriculum-linked STEM projects led by a teacher and STEM partner
• Up to £3,000 per school for equipment, resources and enrichment
• Projects that involve pupils in active investigation and discovery
• Adaptable to a wide range of special educational needs
The funding is open to state-funded schools in the UK, including special schools and alternative provision settings.
How to apply
Schools must submit a project plan and secure a STEM partner to be eligible. Visit: royalsociety.org/grants/partnershipgrants/SEND
British Science Association: CREST Awards funding
The CREST Awards programme is the UK’s largest national award scheme for STEM project work. Run by the British Science Association, it celebrates student-led enquiry through practical investigations and problem solving. Funding is available to support schools working with pupils who face barriers to participation, including those with SEND.
What the funding supports
• Up to £300 per school for Discovery or Bronze level CREST projects
• Registration fees, certificates, and resources
• Group STEM activities that promote curiosity, teamwork and communication
• Particularly suited for lower-secondary or key stage 2 pupils in SEND settings
The funding is ideal for schools looking to introduce STEM in a more informal, pupil-driven way.
How to apply
Schools can check eligibility and apply online.
Visit: crestawards.org/engage/funding
Creating inclusive STEM opportunities
Both schemes are helping to ensure that pupils with SEND can enjoy, explore and excel in science. Whether through structured curriculum projects or creative awards-based learning, they provide meaningful ways to open STEM for all.
Credit: Levart Photographer
Disability, diversity and a very honest robot
Everywhere you turn, someone’s talking about AI, and for good reason. It’s popping up in classrooms, homes, workplaces… you name it. AI isn’t just a buzzword anymore. It’s part of everyday life.
So, when we started working on the STEM edition of KtoA magazine, we thought, why not go straight to the source? That’s right, we had a chat with ChatGPT! Is AI actually accessible? Can it support disabled people? And what’s the deal with all the hype and the risks? We asked the big questions and put AI under the microscope. Here’s what it had to say.
Would you say that you’re accessible for the disabled community?
Yes, I aim to be accessible in lots of ways. I work with screen readers, can simplify language, adjust my tone and complexity, and provide information in clear, digestible chunks. But I depend on the platforms I’m accessed through to be accessible themselves. Also, I don’t replace human support — some situations need a real person’s empathy and judgement.
Let’s go through some of them communities, starting with cognitive disabilities.
Absolutely. For people with cognitive disabilities, I focus on plain language, short sentences, and clear structure. For example, here’s how a Blue Badge application notice could be rewritten to be easier to understand:
• A Blue Badge helps you park closer to places.
• You can apply if walking is hard or you have a health problem.
• The council looks at your application to decide.
• If you get benefits like PIP or DLA, you might get a badge more easily.
• If not, send letters from your doctor to help your case.
I can also help with reminders, breaking down instructions into steps, and repeating information as needed.
I’d now like you to tell me how you’re accessible for the BSL community.
Great question. While I can’t produce or understand British Sign Language directly, I can make English easier to translate into BSL or easier to read for Deaf BSL users. For instance, a typical GP appointment notice might say:
• You can book an appointment by phone, NHS app, or visit the surgery.
• Please tell us if you need a BSL interpreter.
• We want to make sure everyone is supported.
This version uses simple sentences and clear instructions, which helps BSL interpreters and Deaf users alike.
Thanks for those examples. Now, the way that I understand AI works is that you aggregate lots of data and find the common denominator. However, we live in a very diverse world, and what may be perceived as common may not always be inclusive, so are you aware of diversity and do you take this into consideration with your responses?
That’s a thoughtful and important point. I’m trained on vast amounts of text representing many voices and perspectives. This helps me understand diverse identities and experiences. I’m designed to notice when different groups have different needs, and to adjust my language and approach accordingly.
For example, a mental health campaign message might typically say:
“Take care of your mental health — talk to someone today.”
I can adapt this to be more inclusive, like this:
“Your mental health matters — support should work for you.
There are different ways to get help — from your GP, a community group, or someone who shares your lived experience.
You have the right to ask for adjustments, like interpreters or quiet spaces.
You’re not alone.”
This version acknowledges that people have different preferences, barriers, and cultural contexts, and invites people to seek the support that fits them best.
Could you provide more examples where you adjust language for different communities?
Absolutely. Here are a few:
• For neurodivergent people: I use clear, direct language and avoid idioms or abstract concepts that might confuse or frustrate. For example, instead of saying “Don’t hesitate to reach out,” I’d say “Please contact us if you need help.”
• For Deaf users or those who rely on captions: I avoid slang or words that don’t caption well, and I use consistent terminology.
• For people with learning disabilities: I focus on short sentences, everyday words, and breaking information into steps.
• For culturally diverse groups: I try to recognise cultural differences, avoid assumptions, and be sensitive to how people may experience services differently.
What about when you don’t get enough context? How can you ensure inclusivity?
Context is crucial. The more information you give me — about the audience, their needs, and preferences — the better I can tailor my responses. If you just ask a general question, I’ll provide a general answer, which might miss some nuances. But if you say, “Write a message for autistic young people who also use BSL,” I can combine those factors to give a more targeted response.
I always encourage users to guide me with their knowledge of their audience.
How can organisations use AI like you to improve accessibility?
Organisations can use me to:
• Create simplified versions of complex texts, like policies or instructions.
• Draft messages that avoid jargon and bias.
• Generate alternative formats such as bullet points or plain language summaries.
• Prepare scripts or captions to support interpreters.
• Spot potential accessibility barriers in communication.
But it’s always best to combine AI help with expert input from disabled people and accessibility professionals.
Any final thoughts?
AI is a powerful tool to help make information and services more accessible and inclusive, but it’s not a fix-all. It works best when paired with real human insight, lived experience, and a commitment to ongoing learning.
What’s on?
STEM
Robotics and Coding Workshops: Build, Code, Innovate
The British Library, 96 Euston Road, London NW1 2DB
Workshops run on Saturdays up until the end of November 2025
Join Matris Robotic Workshops, where students explore the exciting fields of robotics, coding, AI, and 3D design with Tinkercad through hands-on learning. Designed for two age groups—5-9 and 1014—these sessions integrate science, mathematics, and design technology (DT) concepts, ensuring alignment with the UK National Curriculum
Get your tickets HERE!
The Science Show!
Cambridge Street Collective, 32 Cambridge Street Sheffield City Centre S1 4HP
Sunday, July 13, 10-11:30am
Get ready to embark on an extraordinary journey into the world of science with this spectacular science adventure! This is a funfilled, interactive experience that will leave you amazed and inspired. Perfect for children and parents alike, this event promises to be an unforgettable day of discovery, laughter, and wonder.
Credit: YY TEOH
Young Conservationist Holiday Club
Chester Zoo Upton-by-Chester, Chester, CH2 1EU
Available dates: 26 July 2025, Saturday 16 August 2025 & Saturday 23 August 2025
Join Chester Zoo for their Young Conservationist activities exploring conservation careers and discovering how we how prevent extinction. These activities are great for those exploring career opportunities in zoology, veterinary, conservation and education.
They will have three sessions throughout the summer and each day will be different. This is for young people in secondary school years 7-9. This is a great opportunity to discover more about the world of conservation.
Exhibitions
Operation Ouch! Brains, Bogies and You
Science and Industry Museum, Liverpool Road, Manchester M3 4FP
Exhibition open till 4 January 2026
A sense-sational exhibition! Get ready for a brand-new adventure of supersized science and brilliant biology with Operation Ouch! Brains, Bogies and You.
Film and TV
Sesame Street
Netflix – coming soon
For more than half a century, Sesame Street has been a beloved cornerstone of children’s educational television, enchanting young minds and nurturing a love of learning. Now the next chapter for Elmo, Cookie Monster, Abby Cadabby, and all their puppet and human friends is coming to Netflix later this year, with Sesame Street’s all-new, reimagined 56th season.
Maths Like a Ninja: An essential maths toolkit for every child (Paperback)
Maths Like a Ninja gives every child the maths support they need at their fingertips, both in the classroom and at home. Perfect for Key Stage 2 children, aged 7 and up.
Buy your copy HERE!
Theatre
Ministry of Science LIVE - Science Saved The World Showings in Glasgow, Folkestone and Woking.
Join presenters as they dive deep into the world of science and look at how science shapes the modern world we live in with a few loud bangs along the way!
Sport
Wimbledon
30 June to 13 July 2025
The world-famous Wimbledon tennis tournament is back, and the excitement is building! Current world No. 2, Alfie Hewitt, is gearing up to defend his wheelchair men’s singles crown and thrill fans with his incredible skill on the court.
Catch all the action live every day on BBC One and BBC Two, or watch whenever you like on the BBC iPlayer streaming platform. Don’t miss a moment of the drama and glory at Wimbledon!
Credit: Bloomsbury publishing
Credit: Marian Florinel Condruz
Disabled Living
Who we are & what we do:
Disabled Living
A charity which provides impartial information and advice about products, equipment (assistive technology) an dservices for disabled children, adults, older people, carers and the professionals who support them. We have a range of services which you can access via our helpline,through the website or at our Kidz to Adultz exhibitions.
www.disabledliving.co.uk
Adapt & Live
Adapt & Live is the new name for the helpline and training services by the charity Disabled Living. The team provide advice to members of the public and healthcare professionals about equipment and services to support independence. In addition, we offer Occupational Therapy assessments, access audits and accredited training programmes.
Helpline: 0161 214 4590 | www.adaptandlive.co.uk
Bladder & Bowel UK
The team provide information and advice for children,young people and adults with bladder and bowel problems. We provide a confidential helpline managed by a team of specialist nurses and knowledgeable information staff. In addition, the website offers a wide range of downloadable free resources.
Helpline: 0161 214 4591 | www.bbuk.org.uk
Kidz to Adultz
We organise the largest FREE UK exhibitions totally dedicated to disabled children, young adults, their families, carers and the professionals who support them, with over 100 exhibitors at each event. We currently deliver five events nationally in Coventry, Farnborough, Newport, Glasgow and Liverpool.
