Robotics is more than an engaging classroom tool -- it’s a gateway to equitable STEM access starting in the earliest grades, write Peggy Hall and Jason McKenna.

As a Digital Learning Specialist at Comal ISD in Texas and the Vice President of Global Education Strategy for VEX Robotics, respectively, we’ve both seen firsthand the transformative power of educational robotics in education. Our shared journey, driven by the belief that every student should have access to STEM learning, has revealed that robotics offers far more than building and coding. It nurtures critical thinking, collaboration and a lasting love for learning.

One of the most important insights confirmed by research — and one we both emphasize often — is that students begin forming beliefs about their abilities as early as 6 years old. By first grade, many children have already decided whether they’re “good” or “bad” at math, reading or science. And once that assumption is formed, it becomes very difficult to change. That’s why early exposure to robotics and coding is not just valuable, it’s urgent.

At Comal, we’ve seen how even our youngest learners — kindergartners — can become deeply engaged when integrating robotics opportunities into a lesson. We intentionally introduce vocabulary like “coding” and “computer programming” early to normalize STEM concepts and reduce intimidation. As Jason puts it, “No one is born with a math brain, and no one is born with a reading brain. We all have the capacity to learn. We just need the opportunity.”