New research reveals pathways to First Nations participation and success at university

The report by researchers from the Australian Council for Educational Research (ACER) and the Jumbunna Institute for Indigenous Education and Research, shows that dedicated First Nations centres and wrap-around support play a decisive role in helping students navigate entry into university, persist through high-risk periods, and succeed in their studies. 

The findings come as the Australian tertiary sector works toward a more inclusive higher education system, with the Australian Universities Accord setting ambitious targets to increase participation and attainment for First Nations and other under-represented groups. The research suggests that without sustained investment in Indigenous-led support, these targets are unlikely to be met. 

The report, First Nations students’ progress into and through university, draws on longitudinal cohort data from all Australian universities, showing that completion rates are influenced by course type, institution attended and socioeconomic background. 

To better understand what helps First Nations students succeed, the researchers partnered with a university to undertake an in-depth case study. They interviewed 16 First Nations students and 8 staff members, including 4 First Nations staff, all connected to an on-campus support centre. 

Students consistently described the dedicated centre as a safe and welcoming space where they felt comfortable seeking help. One student described it as a 'bridge', a 'magnet' and a 'waterhole'. 

The research confirmed evidence-based best practice for improving participation and completion rates. Researchers found that: 

• Students entered university through diverse pathways, including employment and previous TAFE courses. 
• The majority were motivated by a desire to improve their lives and those of their families. 
• Self-motivation, family encouragement and university outreach were key influences in the decision to apply, particularly when students realised there was a feasible pathway into study. 
• The first 4 weeks of study emerged as a high-risk period for attrition.
• Wrap-around support from specialist First Nations centres helped students navigate these periods and persist with their education. 

The university in the case study was proactive both in attracting First Nations students, including through outreach with schools and sporting clubs, and by offering targeted assistance throughout students’ studies. 

This included an enabling program to build essential academic skills such as essay writing, referencing and mathematics, help with administrative requirements, access to housing and counselling services, and ongoing, specialised academic tutoring. 

A centre staff member attributed the university’s low attrition rate to regular contact with students, ‘keeping things so that fires don’t smoulder and become super fires … and giving timely and honest feedback’. 

The report concludes that Indigenous-focused initiatives, First Nations staffing, proactive outreach and dedicated support centres were instrumental in ensuring students felt prepared, supported and capable of succeeding at university. 

The research was funded by the Australian Centre for Student Equity and Success. 

Dr Daniel Edwards / Australian Council for Educational Research:

‘Every First Nations student enters and experiences university differently. This research shows that connection, understanding and respect are essential to success. Having a central place where students are supported by people who understand their experiences is one of the most powerful ways universities can remove barriers and improve outcomes.’

Dr James Beaufils / Jumbunna Institute for Indigenous Education and Research:

‘Universities are changing, and this research shows that when they invest in Indigenous-led centres, it’s not only about getting students in the door – it’s about staying, succeeding and completing. Culturally safe, wrap-around support should be the standard across the sector.’

‘Sally’, a First Nations student studying in Health said the support provided by the centre at her university: ‘was honestly life-changing for me … it kind of created a safe space for all of us.’

‘Jax’, a First Nations Student who enrolled in uni after taking a few years off following school notes the wide-ranging support that the centre has provided him over his time: ‘They've always just helped … [they’re] non-judgmental and just gave me all the support they could.’

‘Kait’, speaks about the help she had had in being set up for a successful transition through university by the Centre – highlighting the significant support for tutoring, housing and assistance with mental health and academic issues. ‘The tutoring I get - that is super helpful … they also set me up for housing.’

Read the full report.

Media enquiries:

ACER Communications
+61 419 340 058
communications@acer.org