STATUS wanted to address the persistent issue of low enrollment and academic achievement among underrepresented students in HE. It aimed to tackle both institutional and student-related challenges. On the one hand, many HEIs struggle to fully support all students, especially those from disadvantaged backgrounds. On the other hand, students from these groups often do not fully utilise the opportunities that HEIs offer. Specific objectives: • To increase access for Roma and other underrepresented students in European HEIs. Although financial support such as loans and scholarships is widely available, comprehensive support measures remain insufficient across regional HEIs. STATUS sought to bridge this gap by offering academic guidance, enhancing links between secondary schools and HEIs, and providing psychological counselling. • To improve academic achievement and prevent ESL in HEIs. The project developed tailored support services, including targeted assistance, innovative teaching methods, staff training, and peer support mechanisms. The deliverables are readily available and can be adapted to the specific needs of vulnerable student groups to enhance their educational success.
The project was initiated in response to the evolving role of HE, which has increasingly focused on producing human capital tailored to labour market demands, often at the expense of its critical social mission. The undervaluation of HE’s role in promoting DEI and democratic values has contributed to persistent educational inequalities, particularly in regions like SEE. Despite inclusion being a top priority in policies, there is a lack of strategies/comprehensive approaches to social inclusion in HE within partner countries. Vulnerable groups face significant barriers to accessing, succeeding in, and completing higher education. Issues such as high dropout rates, lack of basic skills, mental health challenges, and discrimination further exacerbate these gaps. Our project aimed to address these challenges by enhancing the social dimension of HE, aligning with the Bologna Process and the CoE’s recommendations. It sought to support HEIs in fulfilling their broader societal roles, promoting diversity, equity, and inclusion, and ultimately contributing to more cohesive and knowledge-based economies.