Widening participation in action: How Orbyts is helping school students become researchers

Many widening participation programmes help students imagine what university might be like. Orbyts goes one step further. Instead of asking young people to picture themselves as researchers, it gives them the chance to become researchers. What started at UCL as a WP Access Initiative, has now grown into a national programme, changing how students see science – and themselves.

Founded at UCL ten years ago, Orbyts partners school students with university researchers to work on genuine, long-term scientific projects. Students take part in research projects, working with university researchers over an extended period, developing technical skills, confidence, and a sense of ownership over their work. Orbyts also has a reciprocal impact, supporting the development of both teachers and researchers through sustained collaboration and shared practice, with teachers co-delivering research-informed learning and researchers developing as communicators, mentors, and inclusive practitioners. 

More than 300 students from underrepresented backgrounds have become published authors on scientific papers through the programme, and more than 150 research-with-schools projects have been delivered across the UK. 

What started as a UCL-based initiative has since grown into a national programme, working with universities and schools across the UK. This expansion reflects both demand for the model and its effectiveness in reaching students who might otherwise not engage with STEM pathways or higher education. 

Research that changes perceptions 

For many students, taking part changes how they see themselves and what they believe is possible. 

"Suddenly, I didn't feel out of place anymore." - Year 10 student, all-girls state school 

Orbyts was created in response to a challenge that still exists today. While many initiatives successfully raise aspirations, fewer provide access to the kinds of experiences that help young people feel they truly belong in higher education. 

Opening doors to STEM futures  

Teachers have also seen the difference the programme can make. 

“"No other scheme comes close to achieving the diversity and breadth of student engagement which then translates to genuine STEM futures and teacher retention." - Dr Becky Parker MBE, Physics teacher 

At one all-girls school in South London, the impact has been particularly striking. Every student who took part in Orbyts at GCSE chose to continue Physics at sixth form. 

“"The number of participants has mushroomed from 10 to 20 this year and we predict continued growth in the future. Every student who took Orbyts at GCSE decided to take Physics at sixth form." - Non-specialist Physics teacher 

For students, the programme can open doors they hadn't previously considered. 

“"I never thought Physics could be something I could do. Just being part of it showed me more possibilities of science I'd never even thought of and sparked interest in other parts of science which I will never forget." - Year 12 participant 

Ten years on  

As we mark 25 years of Access and Widening Participation at UCL, Orbyts shows what can happen when students are given the opportunity not just to learn about research, but to take part in it. 

Ten years on, the programme continues to grow. To support this growth, Orbyts transitioned into a spin-out, this has enabled the programme to scale sustainably while maintaining the core principles developed at UCL. Its ambition remains the same: to ensure that talented young people can see science not as something reserved for others, but as something they can shape themselves. 

Further links 

• Find out more about the Orbyts programme and their work on their website 
• Follow Orbyts on LinkedIn 

This article is featured as part of the WP25 campaign, celebrating 25 years of Access and Widening Participation work at UCL. You can find out more via the WP25 webpage.