For thousands of school students, the biggest barrier to university isn't ability – it's belief.
New research is throwing weight behind a growing push to change that. A national study led by Edith Cowan University (ECU) has found that In-School Enabling Programs (ISEPs) – schemes that let students experience university-style study while still at school – are proving a powerful pathway into higher education, prompting calls for a nationally endorsed framework and dedicated government funding to scale them up.
The research, backed by the Australian Centre for Student Equity and Success (ACSES) at Curtin University and carried out in partnership with Murdoch University, the University of Southern Queensland and Southern Cross University, found ISEPs deliver more than just academic rigour. They're helping break down the barriers that too often keep equity groups out of higher education altogether.
Why ATAR isn't the only way in
Lead researcher Dr Angela Jones said the programs are proving their worth well beyond the classroom.
“By reaching and enrolling high proportions of students from underrepresented backgrounds, ISEPs play a vital role in improving access to, and success in, higher education,” Dr Jones said in a statement.
The research project is the first national, cross-institutional benchmarking and impact study into ISEPs, which 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.
“For too long, ATAR has been viewed as the gold standard for university entry, but the reality is that it doesn't work equally well for all students. Its rigid structure can disadvantage capable learners from regional, remote and lower socio-economic backgrounds, as well as those whose strengths aren't reflected in a single ranking system,” Dr Jones said.
“We know there are many students with the potential to succeed at university who are not flourishing in traditional pathways. That's why Enabling programs and diverse entry pathways are so important, they recognise potential in different ways and provide students with the academic skills, confidence and support they need to thrive in higher education.”
Reimagining how access is achieved
Drawing on data from four universities and their 94 partner high schools, the research mapped how ISEPs operate across the country – and who they're actually reaching.
The numbers tell a compelling story. Of students enrolled, 41% came from equity cohorts, including 19% from regional or remote areas where ATAR pathways aren't always within easy reach. Perhaps more strikingly, 43% were the first in their family to set foot in a university.
The research shows that strong partnerships play the biggest role in what separates the programs that work from those that don’t. The most successful ISEPs were built on close, sustained collaboration between schools and universities – creating a genuine bridge through one of the most critical transitions in a student's life.
ECU Director, Access and Equity and co-Investigator, Dr Fiona Navin, said the value of these partnerships can't be overstated.
“Universities should be responsive to their local communities. This research shows that when we work closely with schools, we can build pathways that are relevant, rigorous, and genuinely equitable,” Dr Navin said.
“ISEPs are ensuring more students see university as both possible and achievable, and experiencing success when they get to uni.”
Dr Johanna Nieuwoudt, co-investigator and Coordinator of Southern Cross University’s High School Pathways, said the report shows that strong collaboration between schools and universities allows universities to engage with students earlier, align learning across secondary and tertiary sectors, and create more intentional and supported transitions into higher education.
“Programs like Southern Cross’ UniStart for Schools demonstrate that ISEPs are not simply pathways into university; they are mechanisms for increasing participation and reimagining how access to higher education is achieved,” Dr Nieuwoudt said.
What a national framework could look like
While the research confirms ISEPs work, it also flags room to strengthen and safeguard their future.
The report calls for a nationally endorsed Enabling education framework – one with common learning outcomes, portfolio standards and external moderation to ensure quality, transparency and portability across programs.
Researchers also want universities, governments and the Australian Tertiary Education Commission to build an integrated outcomes framework – one that tracks not just academic results, but confidence, wellbeing and readiness for university. The report's message is clear: direct resources to students facing the biggest barriers, strengthen support throughout their degree, and secure lasting funding and policy recognition for ISEPs.
“Success shouldn't be measured solely by whether a student enrols at university,” Dr Jones said.
“For many young people, these programs provide the confidence, skills and self-belief to make informed decisions about their future, whether that leads to higher education, further training or employment.”
Dr Jones said the research clearly shows that with the creation of pathways that recognise potential in all its forms, doors are opened for students who may otherwise have been left behind.
“Continued support for these programs will be essential if we are serious about expanding opportunity and achieving greater equity in higher education.”