<p>Mass student access and neoliberal management practices are disrupting and shaping the work of academics in higher education. These social forces contextualise enabling academics’ work with diverse, non-traditional student cohorts in Australian enabling programs (university-based preparation programs). This study draws on 31 open-ended questionnaires and 14 semi-structured interviews to investigate enabling academics’ concepts of their work. The study finds enabling academics’ conceptions of work were framed by their engagement with non-traditional students in enabling programs. This engagement was informed by a proactive commitment to equity, enacted through three practical strengths-based student support strategies (academic development, self-empowerment and care) and underpinned by student-centred, adult pedagogical practices. Enabling academics can be considered ‘trailblazers’, working with non-traditional students who may soon enter university undergraduate programs. As such enabling academics’ experiences with these diverse students should influence institutional approaches to teaching and student support. However, the study further finds that the prevailing neoliberal, performative environment in higher education marginalises these academics due to negative perceptions of their research output and high attrition in enabling programs. This marginalisation silences these academics, depriving the sector of their voices in addressing equitable approaches to student diversity in higher education.</p>