New research reveals that high school students can now qualify for university degrees through in-school enabling programs, bypassing the traditional ATAR pathway. A study of 94 Australian high schools found that 79% of students completed these programs, with 660 progressing to university between 2022 and 2024.
What Are Enabling Programs?
Enabling programs, also known as bridging or fee-free uni ready courses, prepare students for undergraduate study by teaching academic skills and subject knowledge. They have supported equity and underrepresented students since the 1990s. In 2026, seven Australian universities offer structured in-school programs targeting regional, remote, and equity cohort schools.
These programs are embedded in the Year 11 and 12 timetable, taught by school teachers with university support. Some programs also run on university campuses outside school hours. They focus on time management, research, academic reading, writing, maths, and discipline-specific knowledge.
Study Findings
The research, led by Fiona Navin and colleagues, surveyed 2,000 students enrolled between 2021 and 2023. Of those who progressed to university, 75% continued into second year, compared to 79% for ATAR entrants. Students from enabling programs had an average pass rate of 76%, while recent ATAR entrants had 88%.
One student noted: "I struggled a lot with ATAR. I did well in classes and assignments but fell through with the exams." Another said: "I dropped out of [the] ATAR [pathway] due to stress and poor mental health, but I still wanted to attend university."
Student Experiences
Students reported that enabling programs suited their health or disability needs. One student with ADHD said: "I found [school program] more effective ... as the learning was a lot more practical, and the learning and content felt more in-depth." Others said the program gave them "faith in myself" and a "head start" before undergraduate studies.
Implications
Despite some political criticism that enabling programs are not challenging enough, the research suggests they effectively prepare students for university. The study recommends governments and schools recognise multiple pathways to university. Strongest outcomes are linked to programs taught within the school timetable, reducing barriers to attendance and providing teacher support.
One limitation is that the study lacked data on graduates who attended universities outside partner institutions. The research provides guidance for schools on setting up enabling programs with university partners.
