Fatai Adetunji Ilesanmi is a PhD Researcher in Environmental Science at Teesside University. Here he reflects on his experience of taking his research into schools as a tutor on The Scholars Programme, using stalagmites as a starting point to help students consider how can we reconstruct past climate and environments and develop their scientific reasoning skills.
As a PhD researcher, I spend much of my time studying how natural archives such as stalagmites can help us understand past climate patterns. Through The Brilliant Club, I have also had the opportunity to bring this research into the classroom, explaining complex scientific ideas to secondary school students in a clear way.
Research is often seen as belonging in laboratories, journals, or university lecture rooms. One of the most rewarding aspects of my PhD, however, has been learning to take that knowledge beyond higher education. Through The Brilliant Club, I delivered a course titled “What can stalagmites tell us about the history of the world” to secondary school students (Key Stage 4) in North East England as part of The Scholars Programme. The course drew directly on my research in climate reconstruction and introduced students to how scientists investigate past environments. Teaching it challenged me to step away from specialist language and focus on clarity, curiosity, and relevance.
During the Summer School of Speleothem Science (S4) in Morocco in October 2025, Fatai Ilesanmi explores Win-Timdouine Cave, the longest known cave system in Morocco and North Africa, gaining first-hand experience studying cave environments and speleothems that preserve evidence of past environmental change.
Stalagmites are cave formations that grow upwards from the cave floor and are mineral deposits formed when calcite-rich water dripping from the ceiling leaves calcium carbonate deposits. Over time, they record past climate and environmental conditions, serving as natural archives of climate. Stalagmites were an effective way to teach climate science by providing students with a tangible starting point for exploring a broader question: how can we reconstruct past climate and environments? Instead of starting with theoretical concepts about climate systems, the course employed a physical archive that students could picture, describe, and inquire about. This approach made the subject more accessible and prompted them to consider how scientific evidence is collected and analysed.
These tools were particularly valuable because they enabled students to go beyond mere memorisation of facts and develop scientific reasoning skills. In climate research, stalagmites grow slowly and can preserve chemical signals of historical rainfall and environmental conditions. This approach helped students understand that natural materials serve as records of environmental change, illustrating how scientists analyse these records meticulously to formulate trustworthy explanations.
A key challenge in delivering the course was how to present complex ideas clearly while maintaining their scientific integrity. Research on stalagmites often involves technical terminology and specialised methods. Instead of starting there, I began with a simpler concept: stalagmites grow over time and hold clues about past environmental conditions. Once students grasped this idea, it became easier to introduce the broader question of how scientists use such evidence to study climate change.
The Scholars Programme’s structure was particularly effective because it promotes discussion, questioning, and independent thinking instead of passive listening. Starting with the visible structure of stalagmites provided students with an entry point into the broader concept that natural features can hold evidence about past climate conditions. I then used explanations and guided questions to help them progress from simply recognising what a stalagmite is to understanding its scientific significance. This experience reinforced that effective teaching relies not just on subject knowledge but also on good judgement.
One early reflection from delivering the course at North Shore Academy was that students were willing to engage seriously with a specialist topic when it was presented in a structured and accessible way. Stalagmites are not something most secondary school students encounter in everyday science lessons, yet that unfamiliarity was part of what made the course valuable.
What stood out most was the way students responded to the idea of evidence. Rather than seeing climate science as distant or abstract, they were introduced to the idea that natural materials can preserve records of climate and environmental change. The small-group setting also made a real difference. Some of the most meaningful moments came when students asked thoughtful questions, tested their understanding, or tried to explain ideas in their own words. Those moments suggested that the course was doing more than delivering content. It also gave students space to participate in academic discussions and build confidence with challenging material.
This experience taught me that teaching and research are closely connected. Teaching younger learners prompted me to focus on the main idea, its importance, and a clear explanation without losing depth. Participating in The Brilliant Club was a fulfilling part of my PhD, improving my ability to explain complex science and demonstrating how research-based learning can open academic chances for students. It also reminded me that students are often more ready for challenging material than we think when given proper support.
Non-selective UK schools and colleges can find out more about the benefits of The Scholars Programme for their students by making an enquiry.
PhD and early career researchers can find out more about becoming a tutor on The Scholars Programme here.