| Sumario: | There is an increasing demand for university level qualifications to service the evolving social work workforce in Australia. With many students entering university from non-traditional pathways, it is important to provide support as students transition to higher education. Here, a discipline-specific model is established to support first-year students in the Bachelor of Social Work at a regional Australian university. The 235 students who met with the tutor had on average 7.5% higher assessment marks and 11.5% higher cumulative marks than students who did not meet with the tutor. In addition, students who met with a tutor were more likely to receive a passing grade and to be retained the following year. Feedback from students, the tutor and a unit coordinator describe the positive impact tutoring had on the student experience. Here, we present a scalable model of support that increased students' confidence, self-efficacy and feedback literacy, and overall improved student success and retention.
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