The Department of Adult and Community Education, Maynooth University, welcome this opportunity to contribute to the consultation for the independent review of the Student Grant Scheme by The Department of Further and Higher Education, Research, Innovation and Science. Based on consultation with staff and students in our department, we present key discussion points and recommendations below about the current SUSI eligibility criteria and grant support, the potential impact of changing income thresholds and of widening the supports to include part time provision, postgraduate programme, FET learners and blended/online provision. Since its establishment in 1974, the Department of Adult and Community Education (DACE) in Maynooth University has focused on meeting the educational needs of diverse groups in our society, supporting the transformation of lives and communities through adult and community education to create a just, equitable and sustainable society. Our work is informed by the experiences of students and staff of the department through programmes ranging from outreach certificates and diplomas, undergraduate and post-graduate programmes to thousands of students from diverse backgrounds on campus and across outreach centres nationally over the past 40 years. Our work is set within a broader context where Maynooth University welcomes students from diverse backgrounds, including having approximately half of its 1st year full-time undergraduate new entrants in receipt of a student grant, the highest proportion of students in receipt of a grant in the University sector (HEA 2015, 2017). We consulted with staff and students in our department to explore their experiences and opinions on the student award system, including those in receipt of SUSI and those who are not currently eligible. We also consulted with the Communiversity Network of community based adult education coordinators and adult guidance services who are advocates for lifelong learning among the most disadvantaged groups. The document that follows is informed by the insights provided by these students, staff and community actors. In particular, we wish to highlight issues about current income thresholds and the costs of higher education; diverse student pathways and knowledge about progression; and the rationale and impacts of widening the supports to include part time provision, postgraduate programme, FET learners and blended/online provision.