Is contextualised admission the answer to the access challenge?

This article reviews the idea of contextualizing applicants to higher education in order to widen access. First, the meaning of contextualized admissions is discussed before laying out the rationale for contextualizing applicants and the beneficiaries of the policy. The final sections discuss key critiques of contextualized admission and conclude by arguing that contextualized admission does go some way to addressing the access challenge. To fully realise its potential as a policy intervention though, it is most helpfully part of integrated support for students throughout university and is mindful of the role of universities in wider society to create more equal progression trajectories for young people from a range of backgrounds.