The lights dim and a group of girls take the stage. As they begin their routine, their costumes light up in sync with the music, flashing to beats they created themselves. This is no ordinary dance recital – it’s a showcase of creativity, teamwork and the power of STEM in motion.
At STEM From Dance, girls don’t just learn about STEM—they bring it to life. Through coding, circuitry, and digital design, they transform movement into an immersive STEM-powered performance.
Founded by Yamilèe Toussaint, STEM From Dance introduces girls to science, technology, engineering, and math in a way that feels relevant and exciting. By blending movement with technology, the program is proving that STEM isn’t just for classrooms and labs—it can be anywhere, even on a dance floor.
“I started STEM From Dance with the vision of STEM—the process of learning STEM—being more fun, engaging, exciting, and relevant to the girls that need it the most,” Toussaint said. “Dance builds confidence, brings joy, and naturally integrates with STEM. We take what girls are already connected to and use that as a way to lead them into these fields, where they have tremendous potential but often don’t realize it yet.”
Whether they’re programming LED wearables, choreographing with motion sensors, or creating their own music, the experience gives them a new way to see STEM as something exciting, relevant, and within their reach.
At STEM Next, we support programs like STEM From Dance that give young people inspiring STEM experiences outside of school, where they can explore their curiosity and build confidence. Our work together is helping STEM From Dance expand its reach—bringing its powerful approach to more educators and communities.
And as the impact of this work continues to grow, STEM From Dance is earning national recognition, including a recent honor from CNN that placed Toussaint and STEM From Dance on a global stage.
The Power of Dance in STEM Learning
In STEM From Dance programs, girls work together to build performances that integrate technology. They create elements of songs on digital platforms and program light strips to light up with the music.
It’s not just about teaching these technical STEM skills—it’s about changing how girls see themselves in STEM.
“One of the aspects of STEM that isn’t often recognized is creativity,” Toussaint said. “Technologists, engineers, and scientists are creators. We equip girls with that design process, help them think in a more spatial manner, and teach them to work in teams—often with people they don’t know—to bring an idea to life. These are essential skills in STEM, and dance is an incredible way to develop them.”
Toussaint’s innovative approach to STEM education and her impact on thousands of young girls recently earned her a CNN Heroes recognition, placing her alongside other inspiring changemakers. The moment was both humbling and affirming.
“Being selected as a CNN Hero was shocking, amazing, and exciting,” Toussaint shared. “One of the things I loved most was reflecting on the journey—from having this idea, with people questioning its need or value, to being on an international stage talking about the integration of STEM and dance alongside Misty Copeland. It’s a testament to the need for a fresh approach to STEM education and how it can truly transform lives.”
Expanding its Impact
Scaling an innovative program like STEM From Dance takes more than just a great idea—it requires resources, partnerships, and support.
“We’ve been able to nail down the formula—what happens in the room that leads to the outcome,” she said. “That integration of STEM and dance is our greatest contribution, and we want to make it accessible all over the country and the world. We’ve worked to codify it into a curriculum and methodology that others can apply.”
Through our partnership, STEM Next has helped STEM From Dance expand its reach, connecting it with new partners and amplifying its impact in afterschool and summer programs in new cities.
“STEM Next has helped us connect with more communities so more girls can experience STEM in a way that feels exciting and personal,” Toussaint said. “Because our method attracts girls who otherwise wouldn’t raise their hands to code or build a robot, we know we can make an impact.”
Beyond expanding awareness, Toussaint emphasized that STEM Next’s role as a trusted organization helps validate innovative approaches like STEM From Dance.
“People can often be skeptical because it can seem unusual to combine STEM and dance,” she said. “But when we have the validation of an established, trusted entity, that trust extends to us and our work.”
Creating a Future Where Every Girl Sees Herself in STEM
For Toussaint, the ultimate goal is not just to teach STEM concepts, but to shift perspectives on who belongs in STEM.
“We hope that we are pushing people’s thinking about who belongs in STEM,” she said. “Most people don’t associate dancers with science and technology, but there are so many of our girls who love dance and go on to become phenomenal engineers, scientists, and technologists.”
Isabella keeps coming back to STEM From Dance—four summers and counting—because it’s where she feels like she truly belongs. She loves science and math, but she especially appreciated the chance to strengthen her coding skills, knowing they would help her reach her ultimate goal: becoming an astronaut.
“When I was little, I saw a rocket going into space, and I thought, I don’t know what that is, but I want to do it. I know this program will help me get there,” she shared.
Looking ahead, STEM From Dance is focused on expanding its reach, giving more educators the tools to bring this approach into their communities. And with support from partners like STEM Next, that vision is becoming a reality—helping more girls build the confidence, skills, and excitement they need to thrive in STEM.
Even with all the recent success, for Toussaint, one of the most rewarding moments is still witnessing the personal transformation of the students who start out unsure of themselves or their interest in STEM.
“Anytime a girl walks in on the first day, quiet and maybe slightly annoyed that she has to be there—just wanting to go home for the summer, not wanting to do anything STEM-related—I know that by the end, she’ll walk away inspired,” she said. “When she sees what she’s capable of, when she lights up learning how to program something for the first time, when she connects to that potential within herself—that never gets old.”