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 report describes research aimed at understanding the efficacy of ISEPs as a pathway to success in higher education. It provides guidance to Australian universities and high schools in establishing effective and scalable program models.

The research 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.

The report recommends the establishment of 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. Governments and the Australian Tertiary Education Commission should secure sustainable funding for ISEPs through national recognition or by formal integration into educational policy and funding models.

Additional resources available include:

• Benchmarking report of In-School Enabling Programs across Australia.
• In-School Enabling Programs: a practical guide for implementation.