Every year on the International Day of Women and Girls in Science, I step away from my usual work as a cyber security consultant and head into a classroom. For the past two years, I have run hands-on cyber security workshops for pupils at The King’s Church of England Academy. What began as a simple outreach activity has become an incredibly rewarding highlight of my professional year.
The experience has reinforced something I believe strongly – that representation and visibility matter. When young people meet someone working in technology who they can identify with, who speaks openly and honestly about their job, and shows them what the work actually involves, it can completely change how they view the whole industry.
Last year’s workshop demonstrated this clearly. Before the session, only 33% of pupils said they would consider a career in ICT. Afterwards, that number rose to 44%. It may seem like a small intervention, but it is a meaningful shift that I am proud of.
For some students, it may have been the first time they realised that cyber security is a career they could realistically pursue.
One of the biggest barriers to young people, and particularly girls, considering careers in technology is the perception that it is difficult to access or reserved for a certain type of person. Cyber security in particular can sound intimidating. The language around hacking, threat intelligence and digital forensics can sometimes create an impression that the industry can be hard to break into.
In reality, the industry needs people with many different skills and interests. Cyber security involves investigation, problem solving, communication and teamwork as much as technical knowledge. When students see the practical side of the work, the subject seems far more approachable for them.
I focus on making the workshops interactive and relatable. Rather than delivering a lecture, we explore exercises together, such as identifying suspicious messages, discussing how attackers manipulate people online or understanding how passwords can be cracked. These activities help students see that cyber security is fundamentally about curiosity and critical thinking.
The most common reaction from pupils is surprise. Many expect cyber security professionals to spend their time typing complex code or sitting alone behind a computer screen. While this can be part of the job, when they learn that the work often involves analysing behaviour, asking questions and collaborating with others, the role suddenly feels much more accessible to them.
Students are often far more perceptive than we give them credit for. Their questions tend to focus on the real-world impact of the work rather than the technical details.
They want to know how cyber attacks happen, how they can protect themselves as individuals and what it feels like to exploit vulnerabilities. They are also curious about the human side of the job. For example, what a typical day looks like, how someone enters the profession and what skills are most valuable.
Another recurring topic is ethical hacking. Many pupils are fascinated by the idea that people can legally “hack” systems to make them more secure. Explaining how ethical hackers, like myself, test systems and help organisations improve their defences often sparks genuine excitement. Students are particularly engaged by demonstrations that are based on real-world cybersecurity concepts. Conducted in safe, controlled environments, these activities help them understand how cyber risks emerge and how security professionals work to protect organisations, while reinforcing the importance of ethical and authorised behaviour.
These conversations help students understand that cyber security is not only about preventing crime but also about protecting businesses, public services and individuals. Framing the profession in terms of its societal value makes the work feel purposeful and meaningful.
For girls in particular, seeing women working in technical roles can have a powerful effect. Technology careers are often portrayed as male-dominated, which can discourage young women from considering them.
Simply standing at the front of a classroom as a woman working as a cyber security professional challenges that perception. It demonstrates that there is space for them in the industry and that their perspective is valuable.
Representation does not mean presenting perfect scenarios. In fact, students respond much more positively when you speak honestly about your own journey, including the challenges and the things you learned along the way.
Explaining that there are multiple pathways into technology careers also helps remove the pressure of feeling that there is only one correct route.
For women working in technology who are considering school outreach, the first step is often the simplest. Reach out. Many schools are actively looking for industry professionals who can provide insight into real careers. A short email to a careers coordinator or computing teacher is often enough to start the conversation.
There are also organisations like We Build Bridges CIC, that help co-ordinate visits to schools, to ensure pupils benefit from meeting employers.
When planning a session, it helps to keep the format interactive. Young audiences engage far more when they can participate in activities or discussions rather than listening to a presentation. Short exercises, demonstrations or real-world scenarios work particularly well.
It is also important to tailor the material to the age group. The goal is not to deliver a deep technical lesson but to spark curiosity and show the possibilities within the field.
Building rapport with students is equally important. Encouraging questions, sharing personal experiences and keeping the tone conversational helps create an environment where students feel comfortable engaging.
Finally, it is worth remembering that a single visit, a short workshop or even a brief talk can make a difference. For some students, it may be the first time they have ever heard someone explain what a career in technology really looks like.
Cyber security needs diverse perspectives and talent. Encouraging more young people, particularly girls, to explore the sector is not just beneficial for the industry but for society as a whole.
School outreach is one of the simplest and most direct ways professionals can contribute. By sharing knowledge, answering questions and making the industry feel approachable, we can help students see opportunities they might not have considered before. Before my recent visit to the school, 30% of students said yes or maybe to choosing GCSE Computer Science. After it was 53%.
My experience at The King’s Church of England Academy has shown that even a small amount of engagement can shift perceptions. If more women in technology step into classrooms and share their experiences, the cumulative impact could be significant.
Senior Cyber Security Consultant, Cyberis Reply
