In recent decades, there has been a notable increase in the number of non-traditional students (NTS) attending European universities (Wodak & Fairclough, 2010). In the present poster, we adopt the definition of NTS as first-generation higher education students as proposed by Schuetze and Slowey (2002). The data on this specific group of students vary across Europe, ranging between 20% (Norway) and 70% (Turkey). In Austria, Unger et al. (2020) found that approximately 60% of students were first-in-family. Despite this development, there are still barriers to and within university based on social inequality (Zaussinger et al., 2016). This phenomenon impacts not only the access to university but also the attrition rate among students. A substantial body of research has documented that students from non-traditional backgrounds are more likely to drop out of university than their more privileged counterparts, both economically, socially and culturally (see, for example, Gury, 2009; Quinn, 2013; Nairz-Wirth, Feldmann & Spiegl, 2017; Cessna et al., 2018).

Given the high rate of student attrition within European universities, it is imperative to understand and address this issue for the benefit of society at large, and for the development of effective education policy, irrespective of the distinction between non-traditional and traditional students. For instance, in Austria, the average rate of attrition of Bachelor students at public universities is approximately 30% (Haag et al. 2024). The phenomenon of student attrition is interconnected with elevated costs, a paucity of innovation, a diminution of competitiveness and diversity (Thaler & Unger, 2014; Nairz-Wirth & Feldmann, 2018). Furthermore, Geisinger and Raman (2013) emphasise the necessity of individuals from diverse backgrounds to address pressing societal issues, such as inequality and sustainability. This underscores the significance of addressing these challenges through educational initiatives. Moreover, the European Union (2013) and the European Commission (2015) have identified the reduction of attrition rates as a key objective of the EU's educational policies. These days, universities are under mounting pressure to implement measures that aim to prevent student attrition (Thaler & Unger, 2014; Bornkessel, 2018). This emphasis is particularly pronounced in the context of needs-based transfer systems (Cessna et al., 2018).

In response to this challenge, in 2021, we published a best practice study (Nairz-Wirth, Feldmann & Gehart, 2021). This study utilised a multifaceted approach, encompassing narrative, problem-centred interviews with NTS who had discontinued their studies at various universities, theoretical concepts, and an extensive literature review. The resulting template offers a comprehensive framework for identifying best practices aimed at enhancing study conditions and fostering student success for NTS. The study's findings culminated in the identification of 51 scientifically evaluated and/or well-documented best practices from diverse universities across Europe, the USA, and Australia. The study also yielded recommendations for universities, advising them on the restructuring of their learning environments to better accommodate NTS students by employing teaching methods and student counselling that have been demonstrated to enhance the student success of NTS.

Subsequently, the template has been updated (Nairz-Wirth & Gehart, 2024) and additional best practices have been identified (Fuchs, 2025). The poster illustrates the current state of our research on how universities can facilitate a smoother transition to higher education for students by implementing a multifaceted approach that addresses both academic and social dimensions of this critical phase.

Drawing upon theoretical conceptions and an extensive literature review on student dropout prevention, a "master template" was developed and updated to facilitate consistent description of different measures. Since 2020, more than 60 scientifically evaluated and/or well-documented programs and interventions – that were recently implemented by universities across Europe, the USA, and Australia – were identified and described via this master template. The template includes the following criteria: relevance, effectiveness, efficiency, sustainability, system-suitability, and inter-organization-network. A particular emphasis has been placed on study programs with a high proportion of students from non-traditional backgrounds, for instance STEM subjects (in terms of gender) and the medical field (in terms of socioeconomic status).

Reducing student attrition rates among non-traditional students (NTS) can be effectively achieved through the timely implementation of targeted prevention and intervention measures. Research indicates that these measures are particularly successful in enhancing the likelihood of academic success for students who are at a greater risk of dropping out. This is largely because such initiatives help to mitigate the effects of limited resources, which can impact both academic skills and social backgrounds. For example, offering mentorship and tutoring during the transition phase from school to university has been proven to improve retention rates overall, with especially positive outcomes for NTS. Moreover, through fostering connections between educational institutions (e.g. schools – universities) students can gain access to information capital and support systems. Networking not only provides NTS with essential information about available opportunities but also facilitates connections among interested students (social capital) and creating a sense of belonging. Other initiatives, such as establishing programs that facilitate connections between families and the academic community, can significantly mitigate the sense of alienation that non-traditional students (NTS) may experience. By fostering these connections, universities can contribute to the creation of a more inclusive and welcoming environment and society. Furthermore, creating NTS-sensitive teaching and learning environments within universities, along with initiatives that promote social integration, supports the successful inclusion of NTS in academic settings. This approach not only enriches the diversity of university staff and researchers over time but also contributes to a more inclusive academic community. As a result, the implementation of these programs and measures can provide significant advantages for both the university and society, yielding economic and social benefits. By addressing the unique needs of non-traditional students and fostering a supportive environment, universities can enhance retention rates and ultimately contribute to a more equitable educational landscape.

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