Engagement With a Support Programme and First-year Academic Outcomes: Analysis of Administrative Data for Pacific Students Enrolled in a Health Sciences Programme in Aotearoa New Zealand

This study examines if Pacific students’ academic background and engagement in a student support programme was associated with first-year students’ academic success, and retention. This is a cohort study of linked administrative and attendance data for Pacific students (N=1532) enrolled in a first-year Health Sciences programme, at a New Zealand university, between 2013 and 2025. Statistical regression models were used to test associations between engagement or preparation with academic outcomes. We found engagement in support programmes was significantly associated with first-year success independent of students’ academic background. However, arriving at university with the best possible academic preparation had the greatest influence on their academic success. These findings reinforce the need for early, targeted interventions that address both academic and cultural dimensions of student success, particularly for those who are less prepared upon arrival. Strengthening collaboration with secondary schools, improving early academic preparation, and ensuring adequate resourcing of support programmes are essential to achieving equity in health professional pathways for Pacific students.