The sky is the limit when it comes to the dreams that children can have!
It is the job of their teachers, parents, and other adults in their lives to help foster their dreams, encourage open minds, and assist them in building the skills they will need to contribute to the world in the future.
All across the UK, especially on this day, children are encouraged to explore their interests, follow their passions and dream big about what the future might look like.
Dream Big Day is an initiative meant to break down barriers, promote diversity, improve social mobility, and make the world a better, more inclusive place for anyone to aim high and achieve their dreams!
Dream Big Day Timeline
Beginnings of universal elementary education in England
The Elementary Education Acts of 1870 and 1880 expand compulsory schooling, laying groundwork for later ideas that all children, regardless of background, should have chances to imagine broader futures.
Education Act raises the school leaving age
The Fisher Education Act in England and Wales raises the school leaving age to 14 and promotes continued education, signaling a growing belief that longer schooling can open up life chances for children from working‑class families.
Self-efficacy and aspirations emerge in educational psychology
Psychologist Albert Bandura develops social learning theory and later self‑efficacy theory, influencing educators to see children’s beliefs about what they can achieve as central to motivation and to the encouragement of “big” goals.
First UK report of the Child Poverty Action Group on education and opportunity
Campaigners highlight how social class and poverty restrict children’s horizons, helping to frame schooling as a key route to social mobility and pushing policymakers to consider how education can raise aspirations.
New Labour makes social mobility and “education, education, education” central
The incoming UK government places education at the heart of its social mobility strategy, expanding policies aimed at widening participation so that more children can see university and professional careers as realistic ambitions.
The Sutton Trust popularizes “low aspirations” as a barrier to mobility
Reports from the Sutton Trust and other charities argue that disadvantaged young people often rule out high‑status careers early, helping to push “raising aspirations” and exposing children to role models onto the policy agenda.
“What works? Career-related learning in primary schools” is published
A major evidence review for the Careers & Enterprise Company and Education and Employers concludes that starting career‑related learning in primary school can broaden children’s horizons, challenge stereotypes, and support later social mobility.
Briefing on education and social mobility stresses early intervention
Cumberland Lodge’s “Shaping Social Mobility: Education & Employment” briefing emphasizes tackling barriers from early childhood, reinforcing the case for primary‑age initiatives that help all children imagine and plan ambitious futures.
How to Celebrate Dream Big Day
Check out some of these ideas for celebrating Dream Big Day:
Anyone Can Dream Big!
While this day is meant specifically for children in primary schools, there’s really no end to the ways that Dream Big Day could be celebrated by anyone!
Because no matter how far along a person’s life, it’s never too late to dream of a better world and make dreams come true.
Perhaps this would be a great day to reflect on the future, journal about wishes and hopes, discuss dreams or goals with a friend or life coach and consider what changes might need to be made in a person’s life to make those dreams a reality.
Check Out Dream Big Day Resources
Teachers, school administrators and other educators can get involved with Dream Big Day by accessing the resources provided by the organizers of the event.
Check out the Dream Big Day website and sign up to request volunteer visits, find useful links to online tools and resources, and explore subject-specific resources for lessons from STEM to Art and everything in between.
Apply for the Dream Big School of the Year
Primary schools across the UK are encouraged to apply for a special award that features the brightest and best schools when it comes to dreaming big!
Schools that aim to get ahead of the game deserve to be resourced and rewarded. The winning school will show the best practice, inspiration, and innovation when it comes to preparing children, earning them a Dream Big Day Out.
History of Dream Big Day
Sponsored by Pearson, Barclays and Lifeskills, this event is organized by Careermap for the purpose of providing today’s children with the boost and encouragement they need as they become the workforce of tomorrow.
Celebrated as early as 2023, this event encourages employers and companies in the UK to partner with primary schools that are interested in integrating career-minded lessons into their education.
The hope behind Dream Big Day is that it will foster conversations and activities that inspire young minds to tear down the barriers that might stand in the way of them contributing to the world in a way that they are passionate about and prepared for!
Facts About Dream Big Day
Children’s Career Dreams Narrow Dramatically By Age Seven
Large international surveys of more than 20,000 children have found that by around age seven, most children’s career dreams cluster around a surprisingly small group of jobs, such as teacher, doctor, veterinarian, athlete, or social media influencer, that they see around them in family life and the media.
Researchers at Education and Employers argue that this early narrowing of aspirations can limit later choices, especially for children from disadvantaged backgrounds, and recommend broadening exposure to a wider range of careers in primary school.
Early Career-Related Learning Is Linked To Higher Motivation And Attainment
A 2019 evidence review on career-related learning in primary schools concluded that well designed activities that connect classroom subjects to real jobs can increase pupils’ engagement with learning and help them understand “why school matters.”
The review, which drew on UK and international studies, reported indications that such programs can improve attitudes to school, raise aspirations and, in some cases, contribute to higher academic attainment, particularly for pupils from lower socioeconomic backgrounds.
High Expectations From Adults Boost Children’s Self‑Belief And Resilience
Guidance for early childhood educators from the government of Victoria in Australia summarizes research showing that when teachers and parents consistently communicate high but realistic expectations, children develop stronger motivation, resilience and self‑belief.
Citing multiple studies, the paper notes that low expectations can become self‑fulfilling, while high expectations combined with support help children attempt challenging tasks, persist through setbacks and see themselves as capable learners.
Growth Mindset Framing Changes How Children Respond To Difficulty
Psychologist Carol Dweck’s work on mindsets has shown that when children are taught that abilities can grow with effort, strategy and help, they are more likely to embrace challenges and recover from failure. In talks and practitioner summaries, she highlights simple practices such as praising effort instead of “being smart” and adding the word “yet” (“you can’t do this yet”) to signal that improvement is possible, which in experiments has led to greater persistence and higher achievement over time.
Primary Careers Programs Are Now A Formal Policy Priority In England
In 2023 the UK government announced new funding so that every primary school in England could access careers‑related learning support through the Careers & Enterprise Company.
The policy explicitly recognizes that children start forming views about future work in the early years and aims to bring structured career learning, employer encounters and resources into primary classrooms, particularly in areas with higher disadvantage, to support social mobility.
Evidence Suggests Career Stereotypes Start Very Young
Research summarized by Education and Employers shows that primary‑aged children already hold strong gender and social stereotypes about work, such as assuming engineers and pilots are men or that high‑status professions are only for people from certain backgrounds.
The review points out that these stereotypes shape what children believe is “for people like me,” and argues that meeting diverse role models and seeing non‑traditional career paths in primary school can help to unpick these early biases.
Structured Encounters With Employers Make Careers Feel “Real” To Children
Studies of primary school career‑related learning highlight that one of the most impactful elements is direct interaction with adults from a variety of jobs, whether through school visits, virtual talks or simple role‑play based on real workplaces.
Evaluation of UK primary careers pilots found that after such encounters, children could name a wider range of jobs, understood more about the skills those jobs require and were more likely to say that people from “any background” could enter those careers.
