Effective interventions to increase participation in tertiary education: an evidence review

A rapid evidence review was conducted between September 2024 and February 2025. This review presents evidence from over 130 sources (grey literature, academic literature, governmental and sector sources) on the main UK-based interventions developed in recent years alongside wider international evidence on successful interventions (US, Australia, Canada, New Zealand, Germany).

Summary of reflections

The review highlights reflections borne out from research conducted in the UK and internationally. 

The main reflections and suggested research pathways are as follows.

Monitoring and evaluation

It is essential that the monitoring and evaluation plan for an intervention aligns with the aim of that intervention, to ensure outcomes and impacts can be measured and resource is allocated to collect and analyse information. For example, if an intervention is primarily aimed at increasing participation of, HE and FE then this needs to be measured through enrolment of FE and HE alongside soft outcomes of increased aspiration levels. This includes longer term monitoring to assess the impact of interventions and activities further down the line on disadvantaged learners, and specific learner groups including mature learners, carers, care leavers, ethnic minority learners and vocational learners.

Parental involvement

Evidence shows parents have a direct influence on the learner’s decision making around HE and parents of disadvantaged learners are more likely to question the value and cost of HE. Interventions should therefore incorporate activities focused on family and parent engagement and understanding of Tertiary Education options.

Holistic support

For those universities that have used contextualised admissions it does have a positive effect on increasing enrolment of disadvantage groups in HE. However, once enrolled, there is a need for holistic, ongoing support to ensure learners from diverse backgrounds can thrive once they are in HE. This includes academic advising, mentoring, and financial aid to support retention and success.

Tailored mentorship

Develop mentorship programmes that address the specific needs of learners. Academic coaching and targeted support for struggling learners, are crucial in preventing dropouts in FE. Relatable role models can significantly boost learner’s confidence, aspirations, and understanding of HE especially when the mentors have similar backgrounds to the learners they are supporting.

Mental health services

The evidence suggests a need for an expansion of mental health support services and to monitor the impact on learner retention and success. There is a demand for mental health and wellbeing support in HE, however there is a lack of robust evidence identifying the impact of types of mental health support on increasing students’ participation in HE.

Academic readiness

Ensure that the curriculum is aligned with labour market needs and offers practical training as part of VET, to increase participation and completion rates in further education. Incorporating vocational and technical qualifications, motivates learners to continue through education by making their learning relevant to future careers.

Digital infrastructure

Evidence suggests a need to invest in digital learning infrastructure and professional development for educators to enhance learner engagement and success.