This article reviews the idea of contextualising applicants to higher education in order to widen access. First, the meaning of contextualised admissions (CAs) is discussed before laying out the rationale for contextualising applicants and the beneficiaries of the policy. The final sections discuss key critiques of CA and conclude by arguing that CA 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. ARTICLE HISTORY

What is the current state of debate around the use of contextualised admissions for undergraduate admissions? A review of the current stakeholder perspective.

The authors would like to acknowledge the support of the Fair Education Alliance in funding the research and the involvement of staff members at the nine case study institutions who kindly contributed to the research. Louise Higham undertook additional research with sector stakeholders as part of the wider review of contextual admissions not reported in the present article.

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