Student disengagement remains a challenge for Australian schools, particularly when conventional learning environments cannot accommodate young people's circumstances, but a growing university partnership in South Australia is exploring how personalised learning can help students remain in education and complete Year 12.
Adelaide University's University Makes a Difference program connects students in alternative education with academic mentors and research opportunities.
Now in its second year, the initiative has grown from 16 participants in 2025 to 53 participants across nine schools in Adelaide's northern suburbs and Port Lincoln, with further regional expansion planned for 2027.
Unlike conventional university outreach activities, the program also allows students to earn credits towards their South Australian Certificate of Education (SACE), linking their participation directly to senior secondary completion.
Giving students more ownership of their learning
Rather than following a prescribed research topic, participants investigate issues they consider meaningful, reflecting an emphasis on student-led learning, with support from university mentors and school staff.
This year's projects examine homelessness, artificial intelligence's effects on creativity, and the role of First Nations perspectives in conservation. Students spent terms two and three attending workshops, interviewing experts and accessing university facilities.
The model accommodates students whose schooling may be affected by disability, mental health concerns, long-term illness, attendance difficulties or other circumstances.
Associate professor Sarah Hattam, director of Adelaide University Pathways College and co-developer of the program, said building trust with students was an important part of the initiative.
“We take a relationship-based approach to engagement, working alongside schools and students over time rather than relying on one-off outreach activities,” Hattam said.
Turning alternative learning into future opportunities
A significant feature of the initiative is its connection to formal educational outcomes.
Students' research results can contribute towards their SACE, allowing participation in the program to support progress towards senior secondary completion. The SACE Board's recognised learning arrangements also provide mechanisms for eligible learning experiences outside conventional subjects to count towards the qualification.
For students considering further study, the program provides exposure to university environments without requiring them to follow conventional tertiary admission pathways.
Participants may pursue entry through Adelaide University's Foundation Studies or Aboriginal and Torres Strait Islander Pathways Program when the standard admissions process is unsuitable.
“Our program is about supporting more young people to complete their South Australian Certificate of Education (SACE), to realise that their experiences matter, and to understand they have choices about their future,” Hattam said.
The approach also highlights the role of external partnerships in improving student engagement and attendance, particularly when schools need additional resources to support students with complex needs.
More schools to participate in 2027
The university will extend the initiative to Mount Gambier and Whyalla next year, although places for 2027 are already filled. Interested schools can register for the waiting list.
Meanwhile, participating students will present their research at a showcase on 28 October, bringing together school representatives, university staff and community partners. The event will also provide an opportunity to examine students' work and the outcomes of a partnership model that combines personalised research, academic mentoring and recognised learning.
“Shaping learning to be relevant, future-focused and grounded in students’ realities can engage students to stay at school, to succeed and potentially pursue an education beyond Year 12,” Hattam said.