Universities must stop treating all at-risk students the same, according to new findings from a national trial led by Curtin University and supported by the Australian Centre for Student Equity and Success (ACSES).
The trial—part of a broader initiative to test what truly works in closing equity gaps in higher education—has revealed that a “one-size-fits-all” approach to student support is no longer good enough. While tailored early intervention helped some students make better choices, it failed to make a difference for those who were most disengaged.
“This is a wake-up call for the sector,” said Professor Shamit Saggar, Executive Director of ACSES. “We can’t rely on business-as-usual programs and expect equitable outcomes. Our Trials Registry exists to generate the kind of evidence universities need to design smarter, more effective strategies.”
The report, titled ‘The impact of academically at-risk student management practices on first year students’ engagement and success’, is the first publication from the ACSES Trials Registry—a new national platform showcasing rigorous, real-world equity trials.
Curtin University’s Ella Ewart, Manager of Transition and First Year Experience, led the research. The trial used a randomised controlled approach to explore whether proactive staff contact and flexible support could improve outcomes for students identified as academically at risk.
The results tell a nuanced story.
Students in the medium-risk category—those still somewhat engaged—were more likely to make informed decisions such as withdrawing early, helping them avoid unnecessary fees and stress. But for those in the high-risk group, who had already disengaged, the same intervention had little effect.
“We often assume that offering support early will benefit everyone, but this trial shows that’s not always the case,” said Ewart. “Some students may need different types of support—or even permission to take a step back. The real challenge is recognising that students’ needs are diverse and require flexible, compassionate responses.”
The findings highlight the importance of moving away from uniform strategies, especially for students facing complex challenges like being the first in their family to attend university, coming from regional or remote areas, or returning to study later in life.
Importantly, the study also confirmed that simple metrics like Learning Management System logins can accurately signal early disengagement—giving universities a valuable tool to detect and respond to risk sooner. But the evidence shows that how institutions intervene needs to be just as targeted as when.
ACSES’ Trials Registry—where the report is now available—is the first of its kind in Australia and is building a growing body of evidence to support better equity outcomes nationwide.
“This Registry marks a turning point for equity research in Australia,” said Dr Patricia Vermillion Peirce, ACSES Trials Lead. “By openly sharing what works and how, we’re helping universities design better systems that serve all students, not just the majority.”
More trials are underway, with results to be published progressively through the Registry.
Visit acses.edu.au to read the full report and stay up to date on future trial releases.
