In 2024, the Australian Universities Accord Final Report outlined a need to widen tertiary participation, with a target of 80% of the working population by 2050, and a particular focus on underrepresented equity groups.1 As such, there is a greater need for tertiary institutions to attract, retain, and support students. Universities are required by legislation to identify students at risk of not successfully completing a unit and to follow up with the provision of support options, usually academic or wellbeing based.2
As a discipline, chemistry faces unique challenges in recognising identifiable risk-factors for failing a unit, and therefore in providing targeted intervention or support for students. Furthermore, first-year chemistry units are important bridging units for a number of majors and can present as potential roadblocks for students in progressing through their degrees. Targeted and chemistry-specific support measures may be required to improve retention rates and the successful completion of courses. This poster will review the literature regarding chemistry-focused risk factors for unit non-completion and propose intervention strategies for Australian universities.