University staff teach and support all students, including those from low socioeconomic status (low SES) backgrounds. A recent national Australian study determined the teaching approaches and strategies that best contribute to low SES student success. Professor Marcia Devlin (University of Ballarat) shares the findings of most relevance to teachers and their work with low SES and other students. The findings were presented from the conceptual framework of 'bridging socio-cultural incongruity' (Devlin, 2011) rather than from a deficit perspective.