Coordinating Information and Intervention

University transition poses major challenges for a student population experiencing climbing rates of mental ill health, which means a more concerted programme of support is required. Many universities institute compulsory first-year courses to support transition and wellbeing. This chapter aims to identify the most effective approach for large compulsory first-year cohorts by outlining a successful, two-pronged approach used in Arts Discovery at the University of Melbourne: (1) creation of a Head Tutor role for transition/wellbeing support and (2) training staff on reporting student engagement. Focusing on this case study from 2022 to 2024, it plots evolving transition and wellbeing strategies and successes. Data on attendance, submissions, considerations, adjustments, extensions, withdrawals, and fails were continuously collected to assess engagement and at-risk students. Quantitative data shows that the creation of the Head Tutor role and staff training led to fewer fails and more timely withdrawals. Systems for data collection, combined with the Head Tutor’s communication, enabled detailed tracking of at-risk students for intervention. Student referrals to support services increased due to improved documentation. This approach improves first-year experiences by offering methods for supporting engagement in large subjects, mobilising staff/student interaction with support, and minimising academic/financial penalties. It also provides a data-sharing model for strengthening procedural responses to at-risk students.