This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia – the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data; for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students’ diverse and complex circumstances; two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for “ideal”, “implied” and “traditional” students, and entrenched attitudes that privilege some “types” of students over others and limit the aim of full participation for all students.

Student wellbeing and mental health are increasingly a concern of universities. Most universities provide central counselling services and, in recent years, some have introduced wellbeing programs. However, an unrecognised source of support and pastoral care for students is academic staff. This pilot research project explored the experiences of academic staff in one university’s enabling programs in terms of the type of support academic staff provide (academic and/or non-academic), how equipped they perceive they are to support their students, and how this role impacts on them. The study is qualitative; interviews were conducted and a thematic analysis undertaken. It was found that academic staff viewed supporting their students as part of their role, particularly due to the diverse and complex nature of the cohort, and noted that students sought support from them for academic and non-academic issues because they had a rapport with them, trust and regular contact. A positive finding was that the academic staff had clear boundaries and lines of referral, which means they were not taking on pseudo-counselling roles. How equipped staff perceived they were and how the support role impacted on them varied depending on their teaching role. The findings in this exploratory study prompt a re-conceptualisation of the academic role. The article proposes a model of support that is holistic, student and course centred, and that integrates the centrally-located university counsellors. Furthermore, it posits that at the core of the enabling programs is a philosophy of care.

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Introduction:There is a long-standing undersupply of nursing and allied health professionals in rural Australia. Rural, mature-aged people form an untapped section of rural communities that could help to address these workforce needs.There is little understanding of the supports required to assist rural, mature-aged nursing and allied health students to complete their studies and enter the rural health workforce.Objective: To scope factors influencing rural, mature-aged nursing and allied health students' ability to access, participate, and succeed in higher education. Design: A scoping review of the international rural nursing and allied health and education literature was undertaken. Five databases (CINAHL Complete, MEDLINE, Education Resources Information Center [ERIC], Embase, and Education Research Complete), key peer-reviewed journals, and Australian grey literature were searched.Findings: Fourteen articles were included in the review. Ten studies described rural, mature-aged nursing and allied health student characteristics, 6 described barriers to students participating and succeeding in higher education, and 4 described student supports.Discussion: This review found limited evidence to guide higher education providers in attracting, supporting and retaining rural, mature-aged nursing and allied health students. In particular, evidence of student supports is required beyond those manifested by students themselves or their family, to include offerings from university and government sources. Conclusion:Substantially more research attention is needed to understand the experiences of rural, mature-aged nursing and allied health students, and supports required for this cohort to access, participate and successfully complete higher education. K E Y W O R D S education, mature-aged, recruitment, rural health, students How to cite this article: Quilliam C, Crawford N, McKinstry C, et al. Building a rural workforce through identifying supports for rural, mature-aged nursing and allied health students: A systematic scoping review.

<span>E-learning technologies are often seen as a driving force in the democratisation of contemporary education. However, few researchers have focused on inequalities in online learners' access to technologies or their abilities to use them. In 2009, we assessed The University of Western Australia's SmARTS outreach program, investigating the advantages and disadvantages of employing online learning in the local context of Perth, Western Australia. SmARTS uses blended learning techniques, combining both online and face to face methods. However, our discussion here is based primarily on the online component. Our research methods included the collection of 52 student surveys, a group interview with the 2009 tutors, and our own observations and experiences. Our findings suggested that students were not particularly savvy with technology, in contrast to the common assumption. We also found that the location of students' residences and the types of schools they attended had an impact on their self-assessed online participation, the reliability and speed of their Internet connections, and their confidence and ease with using computers and the Internet. Our findings revealed that the social inequalities present in the context of Perth had an impact on whether students were advantaged or disadvantaged by the online component of SmARTS.</span>

The higher education participation and success rates of students in low socio-economic status (SES), regional, rural, remote, and isolated areas – who often attend university later in life – is a persistent concern in Australia and beyond. This article focuses on mature-aged students in low SES, regional and remote areas in Tasmania, Australia, proposing that universities harness local belonging when providing learning opportunities. It draws on a thematic analysis of 19 semi-structured interviews with current and prospective university students, and community stakeholders. The study identifies time and place-based barriers to studying on campus: students’ commitments outside of university; and geographical, cultural, and financial challenges. However, existing local infrastructure, such as libraries, create opportunities for face-to-face interactions and learning support for students who study online in their regional or remote communities, provided by staff and local volunteers. These barriers and solutions are discussed using the concept of ‘belonging’, framed spatially and culturally. Current literature on regional and remote higher education students tends to emphasise ‘not belonging’ in relation to distant urban or metropolitan spaces. We argue that ‘belonging’ can be fostered in local spaces with local people. Utilising ‘untapped’ local learning support and existing physical spaces mitigates geographical, cultural, and financial challenges, and provides academic and emotional support. We propose a coordinated network of physical study places and local people, including: regional ‘satellite’ campuses; regional study hubs; local public libraries; and schools, where online students can be supported, connected, and engaged in their studies whilst located in regional and remote communities.

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Children have lower hospitalisation and mortality rates for coronavirus disease-2019 (COVID-19) than adults; however, younger children (<4 years of age)1 may develop more severe disease than older children. To date, the immune correlates of severe COVID-19 in young children have been poorly characterized. We report the kinetics of immune responses in relation to clinical and virological features in an infant with acute severe COVID-19. Systemic cellular and cytokine profiling showed initial increase in neutrophils and monocytes with depletion of lymphoid cell populations (particularly CD8+ T and NK cells) and elevated inflammatory cytokines. Expansion of memory CD4+T (but not CD8+T) cells occurred over time, with predominant Th2 bias. Marked activation of T cell populations observed during the acute infection gradually resolved as the child recovered. Significant in vitro activation of T-cell populations and robust cytokine production, in response to inactivated SARS-CoV-2 stimulation, was observed 3 months after infection indicating durable, long-lived cellular immune memory.