Disadvantaged students
Report
From evidence to impact 2026: policy and practice insights from ACSES
The report brings together recommendations from impactful student equity studies in Australia of the past 12 months. It is intended for practitioners, policymakers and institutional leaders who wish to engage with the findings and recommendations in an accessible, at-a-glance format. The 14 projects included cover research on all four equity groups.
Report
Increasing access and opportunity: nesting enabling programs in senior schooling
In-school enabling programs provide a pathway to university for students who lack access to, or do not thrive in the Australian Tertiary Admission Rank system. This report finds these programs are academically rigorous and prepare students for the transition to higher education, mitigating some of the disadvantages students from equity groups typically face.
Report
Still standing: how teacher shortages and turnover shape the work of those who stay
Schools across Australia are experiencing significant staffing pressures, with teacher shortages now widely recognised as a systemic and enduring issue. This report examines the lived experiences of teachers during unprecedented shortages, focusing on those who remain in hard-to-staff Australian schools and how systems can better support retention.
Report
Years apart: Australia’s growing educational inequality
This report draws on 17 years of data from the National Assessment Program – Literacy and Numeracy (NAPLAN) to understand the extent of the learning gaps by student socioeconomic background across Australia and in each state and territory. The research shows clear, consistent and growing gaps between advantaged and disadvantaged students in Australia.
Report
Socio-economic backgrounds, choice of disciplines, and post-university labour market performance
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.