The LIGO-Virgo-KAGRA (LVK) Collaboration has made breakthrough discoveries in gravitational-wave astronomy, a new field that provides a different means of observing our Universe. Gravitational-wave discoveries are possible thanks to the work of thousands of people from across the globe working together. In this article, we discuss the range of engagement activities used to communicate LVK gravitational-wave discoveries and the stories of the people behind the science, using the activities surrounding the release of the third Gravitational-Wave Transient Catalog as a case study.

Most school science curricula teach concepts developed prior to the 20th century, despite the failure of classical physics to explain foundational physics concepts such as atomic structures and forces. This is largely because science curricula parallel historical discoveries in science: classical physics is introduced first, followed by modern physics, which is reserved for upper secondary students since it is considered too abstract for young students. This delayed approached to teaching modern science hinders students’ ability to develop foundational ideas at an appropriate age. However, the Einstein-First project challenges this notion by introducing atoms and molecules to 7–8 year-olds through hands-on activities. This research paper presents the results from two schools, where 169 students participated in eight lessons on atoms and molecules. Student and teacher data were collected using quantitative and qualitative surveys. The student results showed that hands-on activities were effective in helping primary school students understand these so-called abstract concepts. Teachers reported that, with proper upskilling and resources, they were able to deliver the program and introduce terminology and foundational concepts effectively. This study highlights the effectiveness of hands-on activities in teaching abstract scientific concepts to primary students, paving the way for enhanced science education at an early stage.

In the twenty-first century, where inclusion and diversity are vital to the advancement of countries like Australia, the stories of women navigating multicultural and professional boundaries offer valuable insights. In this article, we explore the journey of a Science, Technology, Engineering and Mathematics (STEM) researcher, Parwinder Kaur, who migrated from India, completed her doctorate at the University of Western Australia, built a successful academic research career, and recently entered the realm of Australian politics. Her path is notable not only for crossing borders but also for bridging the worlds of science and governance, an intersection rarely explored in existing literature. By knowing her educational background, motivations, research experiences, and political engagement, we highlight the complex interplay of gender, migration, and leadership in shaping STEM careers today. Through this narrative inquiry, we contribute to broader discussions on how culturally diverse women succeed and influence within STEM and beyond.