The report examines the barriers that students in Australia from five socio-economic groups may face when progressing through their career. The study found that, among the five socio-economic groups analysed, graduates from non-English-speaking backgrounds faced the most significant labour market challenges. The results show a need for targeted support for individuals from non-English speaking backgrounds.

Online learning has increased significantly. Using Tasmanian data, this report outlines how a lack of pedagogical support for students studying online disproportionately impacts on students from disadvantaged backgrounds, including lower course completion rates and a reduced sense of place and belonging. It provides recommendations aimed at teachers, university leaderships and policymakers.

This study examines how assessment policies and practices around time are creating barriers for university students from equity groups. Four key recommendations and examples of high‑equity practices are provided to help universities shift away from individualised notions of “time management,” streamline adjustment processes and adopt more inclusive assessment designs that address systemic time inequities.

The Northern Territory faces a critical shortage of Aboriginal school teachers. This report presents findings from a study which explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers. The study also examined strategies to promote teaching as a viable and appealing profession.

Students undertaking compulsory placements as part of their university degrees encounter financial stress and often other forms of exclusion. This Australian project worked together with students and educators with lived expertise of placements to co-develop solutions to the issues of placement poverty and placement exclusion. It identified 40 solutions and eight overarching themes with seven...