The most successful ISEPs were underpinned by strong partnerships between schools and universities.
New research led by Edith Cowan University (ECU) has found that In-School Enabling Programs (ISEPs) are effective pathways into higher education, with researchers urging for the establishment of a nationally endorsed Enabling education framework and government funding to further support the programs.
The research, which was funded by the Australian Centre for Student Equity and Success (ACSES) at Curtin University, and conducted in collaboration with Murdoch University, the University of Southern Queensland and Southern Cross University, found that ISEPs provide academically rigorous preparation that supports students' transition to university and helps address barriers often faced by equity groups.
Lead researcher from ECU, Dr Angela Jones said that these programs not only achieve strong rates of academic success and completion, but also deliver significant socio-emotional benefits, including increased confidence, resilience, a sense of belonging and the development of essential academic skills.
"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," she said.
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."
Equitable success
Through collaboration across the four universities and their 94 partner high schools, the research examined the models and outcomes of ISEPs across Australia with a focus on impact for equity groups.
Findings showed that 41 per cent of students enrolled in ISEPs were from equity cohorts, including 19 per cent living in regional or remote areas where access to ATAR pathways can be limited.
The study also found that 43 per cent of ISEP students were the first in their family to attend university, highlighting the important role these programs play in expanding participation in higher education.
Benchmarking further revealed that the most successful ISEPs were underpinned by strong partnerships between schools and universities, creating a sustainable bridge that supports students through the critical transition from secondary education to university.
ECU Director, Access and Equity and co-Investigator, Dr Fiona Navin acknowledged the important role of university and school partnerships in providing pathways to university.
"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. ISEPs are ensuring more students see university as both possible and achievable, and experiencingsuccess 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.
Sustaining success
While the research confirmed the effectiveness of ISEPs, it also identified opportunities to strengthen their impact and ensure their long-term sustainability. The report recommends the development of a nationally endorsed Enabling education framework, including common learning outcomes, portfolio standards and external moderation processes to support quality, transparency and portability across programs.
The researchers further recommend that universities, governments and the Australian Tertiary Education Commission work together to develop an integrated student outcomes framework that captures not only academic performance, but also measures of confidence, wellbeing, readiness for university and successful transitions. The report highlights the importance of directing resources towards students facing the greatest barriers to higher education, strengthening support throughout their university journey, and securing sustainable funding and policy recognition for ISEPs.
"Success shouldn't be measured solely by whether a student enrols at university. 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. What the research makes clear is that when we create pathways that recognise potential in all its forms, we open doors 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," Dr Jones said.
The study found that students participate in ISEPs for a range of reasons beyond direct university entry, including building confidence, exploring future study options, and demonstrating their academic capability.
Research collaborators on the Increasing Access and Opportunity report included Dr Angela Jones (ECU), Dr Fiona Navin (ECU), Selena Dhondea-Tenakov (ECU), Dr Joanne Lisciandro (Murdoch University), Dr Johanna Nieuwoudt (Southern Cross University), Anita Maclaurin (Murdoch University), Dr Fabiane Ramos (University of Southern Queensland), Shaz Attree (ECU) and Michael Howie (ECU).
