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'Social inclusion' refers to opportunities, resources, and human capability. Most generally, it is understood as the extent to which both individuals and populations have the choice and capacity to participate in society. Education is particularly important to the concept of social inclusion since it helps equip people with the necessary life-skills and qualifications to establish social networks, make informed choices, and participate in cultural, economic and political life. Education, therefore, acts as a strong protective factor against social exclusion, that is, the lack of opportunity, capability and resources for societal engagement. This is especially true for 'at risk' population groups such as people who have a mental illness or disability, people from culturally and linguistically diverse (CALD) backgrounds, and people from low socioeconomic backgrounds who are subject to inter-generational disadvantage. Although having these particular 'at risk' characteristics does not necessarily mean that people will experience social exclusion, people in these situations are more likely to face barriers to participation in society because of their circumstances. This article assesses barriers to participation for each of the 'at risk' groups on two levels: self-assessed barriers to access/participation in education (potential exclusion from education); and the prospect that the participation of these groups in wider society would be inhibited by poor educational outcomes (potential exclusion due to low education). These themes have been addressed through the examination of populations of interest in terms of their levels of highest educational attainment and current study, engagement in work and study, barriers to formal learning, and participation in non-formal learning activities.

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