The demand for students to continue studying STEM subjects at post-16 and higher education levels remains high. Since the curriculum reforms in Science and Mathematics across phases in England were initiated in 2014, uncertainty remains on the impact that these reforms will have on students and teachers as the reforms continue to be implemented with the new GCSE curriculum for Mathematics starting to be implemented in 2015 and in 2016 for Science subjects. Although there seems to be a slight increase in Mathematics uptake in 2015, students choosing to study science subjects has decreased; most importantly, the gender gap in those choosing to study science and mathematics post-16 is still evident, with more boys choosing to study Mathematics, Chemistry and Physics than girls since 2010 (DfE 2016). At the same time, research into students' attitudes and aspirations towards STEM careers indicate that interest in STEM careers is decreasing. Even if students enjoy science activities, they are likely not to consider it as a possible career pathway (DeWitt, Archer, and Osborne 2014; Banerjee 2017). These issues are influencing both genders, but more so girls in mathematics and science subject areas. These important and current issues in STEM education are explored using different research approaches in the studies by Cropp, Bedford, and Rigby, and are included in this issue. They are: (1) Using peer mentoring to reduce mathematical anxiety (Imogen Cropp); (2) Growth mindset and motivation: a study into secondary school science learning (Susannah Bedford); and (3) Exploring students' perceptions and experiences of the transition between GCSE and AS Level mathematics (Chloe Rigby).