This article reports upon the systematic literature review of ‘hard to reach’ students carried out as part of the REACT (Realising Engagement through Active Culture Transformation) project. The review has been undertaken in order to critically assess the concept of ‘hard to reach’ and attempt to bring some clarity to the use of the term, as well as to add empirical rigour and much-needed context to discussion in this area. The review also explores methods that have been used to explicitly engage the ‘hard to reach’, thereby providing a resource for policy makers, researchers and also practitioners who are working to increase inclusivity  or better engage their students. The article presents a summary of the initial findings of the review.