A Proposed Framework for Referral, Early Identification, and Support of University Students with Potential Risks: A Case Study of a Historically Disadvantaged University in South Africa

This paper presents a proposed framework for the early identification and support of students who may be at risk of not succeeding in their studies at a historically disadvantaged university in South Africa. The purpose is to address the critical need for a proactive, systematic approach to identifying students facing academic, social, or psychological challenges, thereby mitigating attrition and fostering student success. This research adopts a multi-faceted methodological approach, conducted at a single historically disadvantaged institution. Data was gathered through a series of engagement and focus group discussions with key university stakeholders, including academic advisors, counsellors, faculty members, and student academic support staff. The proposed design framework is built on the premise that data on student involvement, social well-being, and behavior patterns can be used to enhance student academic success.The paper proposes a multi-tiered referral framework that formalises collaboration between academic and support units. Key recommendations include the implementation of a centralised early-alert system, mandatory cross-departmental case meetings, and dedicated training for staff on identifying and referring at-risk students. This study contributes to the scholarship on student retention and support by presenting a context-specific framework tailored for the unique challenges of historically disadvantaged institutions. It moves beyond theoretical models of learning analytics by integrating them with a practical, stakeholder-driven referral mechanism. The research provides a replicable model for other similar institutions seeking to transition from reactive, crisis-management approaches to a proactive, holistic ecosystem that supports both student academic achievement and overall well-being.