The Australian Centre for Student Equity and Success acknowledges Indigenous peoples as the Traditional Owners of the lands on which our campuses are situated. With a history spanning 60,000 years as the original educators, Indigenous peoples hold a unique place in Australia. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

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Students with disability
Students with disability are those who self-identify upon enrolment via a positive response when asked if they have disability, impairment or (a) long term medical condition/s.Students with disability are those who self-identify upon enrolment via a positive response when asked if they have disability, impairment or (a) long term medical condition/s.
Regional and remote students are identified by the postcode of their permanent home residence, at either the time of initial enrolment (the “first address” measure), or current enrolment (the “current address” measure), using the Australian Statistical Geography Standard (ASGS) system of classification.
Socioeconomic status (SES) in Australian higher education is determined using a student’s residential address. The SES of an individual student is proxied by the SES of the area in which they reside, known as the Statistical Area 1 (SA1), which is typically smaller than a postcode.
Aboriginal and Torres Strait Islander students are those who self-identify upon enrolment via a positive response to the question “Are you an Aboriginal or Torres Strait Islander?”
As the COVID-19 pandemic has rapidly unfolded worldwide, the majority of students have found themselves in a position of “disadvantage” — academically, logistically, financially, and/or personally. Research, resources and supports originally targeting equity students have become universally applicable.
Indigenous students' journeys to and through allied healthcare programs
This NCSEHE Equity Fellowship study investigated the national profile of Indigenous students enrolled in select higher education and vocational education allied healthcare study, as well as the institutional factors linked with success in access and retention.
Building a stronger evidence base to support effective outreach strategies for Aboriginal and Torres Strait Islander students: Increasing impact and university participation
This Equity Fellowship focused on outreach programs for Aboriginal and Torres Strait Islander students and examines “what works” and what could be improved in these programs. Most universities are running outreach initiatives for Indigenous high school students. The study identified the need for improved post-camp engagement with students, as well as cultural aspects and Indigenous perspectives in the curriculum.
Equity through complexity: Inside the “black box” of the Block Model
This study investigated an innovation in higher education that has achieved demonstrable results for equity students: the Block Model at Victoria University.
Open textbooks and social justice: A national scoping study
Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.
It’s time for an Australian Widening Participation Statement of Ethics
In this blog post, Maria Raciti proposes a set of ethical principles to guide Australia’s widening participation community.