Making rail engineering work for women
In our latest Purpose Lab session Northern explored what it really takes to attract, retain and support women in rail engineering, through the lens of early-career expectations and lived experience. The discussion was clear that interest in engineering is shaped not only by the job, but by whether the sector feels visible, credible and supportive enough to build confidence over time.
Students described attraction as a blend of practical value and personal meaning. Rail engineering stood out when it was positioned as varied, respected work with long-term employability, clear progression and meaningful learning early on. Early-career programmes felt most compelling when they offered structured variety through rotations, hands-on development, exposure across teams, and responsibility that builds capability rather than narrowing options too quickly.
A recurring theme from the students was that engineering becomes more appealing when it is demystified, with a clearer picture of day-to-day work that includes problem-solving, teamwork and leadership, not just technical tasks.
Visibility emerged as a decisive gap. Students suggested that rail engineering is not top-of-mind for many young women because it is not routinely presented early enough. Careers input at school was described as inconsistent, with rail often appearing late or through stereotypes that narrow who feels the work is for them.
What students wanted was credible exposure that helps them picture themselves in the role, especially direct contact with women already progressing in engineering. Employer claims mattered less than testimony, access and lived examples.
On retention, students consistently framed success as an everyday experience rather than an initiative. The strongest signals were supportive line management, psychological safety, fair recognition, and development that is structured and consistent rather than informal or dependent on networks. In male-dominated environments, students emphasised the importance of encouragement, regular feedback, and a culture where it is safe to ask questions and learn openly.
The barriers raised were cultural and structural with students describing how being in a minority can affect voice and perceived credibility, particularly when representation is low and inclusion is not backed by everyday behaviour. Safety concerns and the perceived physicality of rail work also shaped hesitation, alongside doubts about shift patterns and site environments.
The session suggests that improving representation of women in rail engineering depends on treating attraction and retention as one joined up system - start earlier, explain roles more clearly, bring progression to life through visible role models, and ensure that support is experienced through consistent management, psychological safety and transparent fairness.
If you're interested in exploring Engineering careers at Northern, head over to northernrailway.co.uk/careers
