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Increasing access and opportunity: Nesting enabling programs in senior schooling
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Increasing access and opportunity: Nesting enabling programs in senior schooling

Angela Jones Dr, Fiona Navin Dr, Selena Dhondea-Tenakov, Johanna Nieuwoudt Dr, Anita Maclaurin, Fabiane Ramos Dr, Shaz Attree and MIchael Howie
ACSES
22/06/2026
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Abstract

Background: In-school enabling programs (ISEPs) provide a direct pathway to higher education for Year 11 and 12 students who aspire to university but lack access to, or do not thrive in, Australian Tertiary Admission Rank (ATAR)-based systems. This research project was designed to understand the efficacy of ISEPs as a pathway into success in higher education, and to provide guidance to Australian universities and high schools in establishing effective and scalable program models. What we did: This project is the first national, cross-institutional benchmarking and impact study of ISEPs in Australia, examining models and outcomes with a focus on impact for equity groups. A multi-phase mixed methodological approach was adopted, comparing ISEP models at four universities and 94 high schools. Multiple quantitative and qualitative datasets were gathered to evaluate efficacy, from program structure through to transition into undergraduate study. What we found: ISEPs are academically rigorous, quality pathways that effectively prepare students for the transition to higher education, mitigating some of the disadvantages students from equity groups typically face in first-year university. Students and educators highlighted the transformative socio-emotional benefits of ISEPs for students who had struggled in, or not had access to, ATAR: these included increased confidence, resilience, and a sense of belonging, alongside the development of essential academic literacies. ISEPs reach and enrol high proportions of students from equity cohorts, addressing systemic barriers to higher education. Within the programs, students achieve high levels of academic success and completion. What we recommend: The National Association of Enabling Educators of Australia (NAEEA) should establish a nationally endorsed enabling education framework, with common learning outcomes, portfolio standards, and external moderation, ensuring quality, transparency, and portability. Universities should implement targeted strategies to address systemic barriers impacting equity cohorts and provide sustained support for their transition and success throughout later years of study. Federal and State governments and the Australian Tertiary Education Commission (ATEC) should secure sustainable funding for ISEPs through national recognition or by formal integration into educational policy and funding models.

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