Abstract
The term ‘student support’ is frequently used in the enabling education sector; however, there is a lack of a clear, unified definition that encompasses its practical application. The ambiguity around the term reflects the diverse needs of students and the different ways institutions approach meeting those needs. This is problematic as it leaves the concept of student support unscrutinised and undertheorized in a time when students clearly need scaffolding to ensure success. Consequently, a more detailed and consistent understanding of ‘student support’ is necessary to ensure consistency and effectiveness in helping students overcome challenges and succeed in their educational journeys. Enabling practitioners are in a unique position to contribute to this discussion for two reasons. First, they are at the forefront of student support, working with cohorts that include a large proportion of equity group students. Second, unlike many other discipline areas, they come from a variety of academic backgrounds. This diversity among practitioners enriches both their practice and their research, suggesting that they possess skills and practices that could inform optimal strategies for supporting equity students. The Universities Accord emphasizes the importance of student safety, mental health, and academic success. In light of this, enabling practitioners, with their wealth of lived experiences, can offer valuable insights that contribute to a more meaningful and realistic definition of student support. This presentation is based on an autoethnographic study from seven enabling practitioners across four Australian Universities which examined how student support is experienced in enabling programs. The findings highlight diversity in the needs presented by enabling students, the frustrations and barriers experienced by enabling practitioners, and the factors which facilitate student support and ultimately student success. Implications for practice indicate a need for holistic and flexible student support with an equity focus; however, there is ambiguity in definitions of student support, the emotional labour demanded of educators, and the impact of neoliberal influences.