Why F1 in Schools was one of Australia’s best STEM programs

One of the best initiatives this country has ever seen – holistically looking at the intersection of real-world STEM skills, creativity, branding and marketing, project management – you name it.

Such a pity the government decided to stop funding it, right at the point it was making headway in public schools. And while it continues internationally, Australia is stuck without it. And more’s the pity.

Watch this video for highlights from the Victorian State Final in 2023. Look out for a certain blue-haired judge in the Marketing, Branding and Trade Stall categories starting from around 0:44. Yes, that’s me!

What has always impressed me during my time as a volunteer judge with the F1 in Schools program is that it was never really just about building a fast car.

The car was simply the vehicle for learning.

Students formed racing businesses, not just racing teams. They assigned roles, developed project plans, managed budgets, approached sponsors, created brands, designed marketing collateral, built trade displays, presented to judges, managed social media, learned to communicate professionally and, in amongst all that, they engineered, manufactured, tested and raced a miniature Formula One car. Australian teams have regularly qualified for the World Finals, with several even taking home the title.

In many ways, it mirrors exactly how modern organisations operate. Engineers don’t work in isolation. Production works with pre-press and management to fine tune the deliverables. Designers collaborate with marketers. Project managers coordinate specialists. Finance, manufacturing, communications and customer relationships all influence the final outcome. Success comes from bringing together different skills and perspectives to solve a shared problem.

That’s what made the program so powerful and continues to make it powerful across the rest of the world where it is still running.

Yes, students developed technical capability using professional CAD/CAM software, manufacturing processes and engineering principles. But they also developed the skills employers consistently tell us are the hardest to teach: leadership, resilience, negotiation, teamwork, communication, presenting under pressure, relationship building and the confidence to engage with industry professionals.

Even more importantly, the learning had purpose. Physics wasn’t simply something to memorise for an exam; it determined whether your car stayed stable down the track. Marketing wasn’t an abstract classroom exercise; it helped secure sponsorship. Project management wasn’t theory; it determined whether your team met competition deadlines. Students experienced first-hand that every discipline has a place, and every team member contributes something different but valuable.

For me, that’s where the real magic of F1 in Schools has always lived. It wasn’t about creating future Formula One engineers—although it has certainly launched some careers in engineering, manufacturing and even Formula One itself. It was about creating curious young people who discovered that science, technology, creativity and business aren’t separate subjects at all. They’re different ways of solving real-world problems together.