Pupils’ opportunities to study science at school could depend on where their school is, a new study suggests.

A survey of 2,000 science teachers across the UK, released by the Royal Society of Chemistry, revealed just a third of educators working in schools in England with a higher proportion of free school meals (FSM) eligibility expect to be able to offer all three sciences to students.

Meanwhile, half of teachers in areas of low FSM eligibility expect universal access to GCSE triple science.

And more than half (52%) of schools with higher levels of FSM eligibility said a lack of science teachers is a barrier to being able to teach triple science.

Laura Daly, Education Policy Programme Manager at the Royal Society of Chemistry, said: “Young people's access to different science pathways should not depend on where they go to school. These findings suggest access to triple science remains unequal; every young person deserves access to a high-quality science education, regardless of where they go to school.

“That opportunity should be determined by a learner’s interests and ambitions only, which is why we advocate for a simplification of science pathways at GCSE to help alleviate some of these barriers.”

The findings come as the Government considers introducing a triple science entitlement in England, following recommendations from the Curriculum and Assessment Review. The proposed entitlement would mean any student who wishes to study GCSE biology, chemistry and physics as three separate qualifications should have the opportunity to do so.

However, the new survey of science teachers points to significant challenges in delivering that ambition consistently across schools. Teachers highlighted concerns around staffing, specialist teacher availability, and resources as barriers to the provision of all three sciences.

More than one in five schools surveyed (22%) said they would need additional chemistry teachers if triple science were to be offered to all students, while more than half (57%) of respondents in mainstream schools in England said practical lessons are underfunded, which is key to science education.

The proposed triple science entitlement would provide additional science content and often broader subject choice than combined science routes. The RSC said that while efforts to encourage participation in science are welcome, unequal access risks exacerbating a two-tier system in which opportunities available to young people vary between schools.

The Royal Society of Chemistry says that any plans to expand access to triple science will need to be matched by investment in the workforce, facilities, and practical resources required to deliver it.

Laura Daly added: “We acknowledge the government’s intention to try and ensure opportunity in the sciences is available to all. However, schools need the staffing, funding and specialist expertise required to make those opportunities a reality. Without addressing the barriers schools face, there is a risk that existing inequalities in access and opportunity could persist or even widen.”

The findings form part of The Science Teaching Survey 2026, an annual survey of science educators across the UK and Ireland that explores the opportunities and challenges facing science education.