The night sky has long sparked wonder and curiosity. Early civilizations studied the stars and tracked celestial events, predicted eclipses and used their observations to construct calendars, develop maps and formulate religious rituals.

Scholars widely agree that astronomy is a gateway science – that it inspires a core human interest in science among people of all ages, from senior citizens to schoolchildren. Helping young people tap into their excitement about the night sky helps them build confidence and opens career pathways they may not have considered before.

Yet today the night sky is often hidden from view. Almost all Americans live under light-polluted skies, and only 1 in 5 people in North America can see the Milky Way. When people live in areas where the night sky is clearer, they tend to express a greater wonder about the universe. Altogether, this means communities with less light pollution have great potential to educate the next generation of scientists.

Rural communities have some of the darkest skies in the country, making them perfect for stargazing. Yet while students in rural areas are in the optimal physical environment to be inspired by the night sky, they are the most in need of science, technology, engineering and mathematics, or STEM, education resources to support their interests and build the confidence they need to pursue careers in science.

Stargazing, finding constellations and watching meteor showers as a kid inspired my own sense of awe around the vastness of space and possibilities in our universe. Now, I’m the executive director of the Smithsonian’s Scientists Taking Astronomy to Rural Schools, or STARS, a new program led by the Smithsonian Astrophysical Observatory, part of the Center for Astrophysics | Harvard & Smithsonian, that delivers telescopes and associated lesson plans to rural schools across the United States, free of charge. I’m working to share my excitement and wonder with students in rural areas.

Why hands-on STEM learning matters

Students need direct exposure to STEM careers and hands-on experiences that help them learn the skills they will need to pursue these careers on their own. Hands-on activities ground new knowledge in ways that lectures and reading often cannot. Experiential opportunities connect what may be distant or abstract concepts to clear, tangible, real-world skills. This experiential learning improves students’ understanding of astronomy content and increases their motivation to learn.

Telescopes are important tools for astronomy that scientists use all the time. When students use telescopes as part of their learning, they are experiencing real techniques that scientists use. Using a telescope brings the viewer closer to fantastic celestial objects – allowing them to see galaxies, nebulas, planets, the Moon and the Sun, with solar filter protection, more closely or in greater detail.

There is nothing quite like seeing the soaring peaks and shadowed valleys of the Moon, or the distinct ring structure of Saturn, or endless other astronomical objects, through a telescope lens. This inspiration can motivate students to use their curiosity to explore the universe and see STEM careers as potential pathways.

Rural STEM education

The National Rural Education Association’s Why Rural Matters 2023 report estimates that there are 9.5 million students attending school in rural areas in the U.S., across more than 32,000 schools. This is more students than the student population of the 100 largest U.S. school districts combined.

While rural communities around the country all look different, they can face similar challenges: limited access to broadband internet, reduced state funding support and restricted geographical access to field trip opportunities, such as museums. Why Rural Matters found, on average, that 13.4% of rural households have a limited internet connection, and for some states this increases to 20%.

Each state distributes their education funding differently. The percentage allocated to rural schools varies from state to state, ranging from 5% to 50% of the total funding, which results in a wide range of money spent per student. Nonrural districts spend an average of US$500 more per student than rural districts. Looking state by state, however, this disparity climbs into the thousands of dollars.

Given their remote locations, rural areas host only 1 in 4 museums in the United States. Only 12% of children’s museums are in rural areas.

Educators may also consider STEM topics daunting. Many teachers do not feel adequately prepared or confident to introduce these topics to students. In other situations, there simply aren’t enough teachers to cover these topics. Shortages of STEM-focused teachers occur at some of the highest rates in rural districts, reducing rural students’ access to these subjects.

These reasons are why, through the STARS program, we give teachers access to a national community of practice that supports peer sharing and participation, alongside the telescope and science-aligned lesson plans. The lesson plans will be available online for anyone to use later this spring, whether or not they are part of the program.

STARS isn’t the only program connecting students with the night sky. Teachers, parents and students can also participate in national activities such as Observe the Moon Night and Globe at Night, and local activities, like their local amateur astronomy clubs.

Opportunities to observe the sky with telescopes lead to an improvement in learning outcomes and STEM identity, and rural schools are uniquely situated to introduce students to the night sky. With a little extra support, through community events and educational programs, these schools have the opportunity to inspire the next generation of scientists and engineers.

Emma Marcucci works for the Smithsonian Astrophysical Observatory, as Executive Director of the Smithsonian STARS program, which is supported through private gifts and donations.