Disability and Social Relationships at University

Introduction

Navigating university life comes with its own set of challenges, and for students with disabilities, there may be unique or additional needs to consider. This page—crafted by students, researchers, and professionals—is here to provide you with practical tools and resources to help you thrive and fully embrace your university experience.

Understanding Disability and Social Connection

Students with disabilities often report that their disability can negatively impact their social life [1] and are more likely to experience feelings of loneliness and a lack of belonging at university [2; 3]. These feelings are often linked to barriers such as inaccessible social activities, physical spaces, and academic practices [4; 5]. Disabled students also face higher rates of hate crimes, verbal abuse, bullying, and sexual assault, as well as financial anxiety and difficulties related to student debt [6]. Additionally, microaggressions—like being patronized or ignored—can heighten feelings of isolation and exclusion [7].

However, self-identifying as having a disability at university can also foster a sense of shared identity and belonging within a supportive community [8]. It’s important to acknowledge that while challenges exist, there are ways to manage these difficult experiences. Belonging is central to a positive university experience, and we hope this page offers valuable guidance on how to strengthen that sense of connection.

Building a Plan of Action

We’ve compiled a list of practical steps to help you navigate university life more easily. Some of these may be familiar, and we understand it can be frustrating to hear them again. However, we’re sharing them because both research and the experiences of students with disabilities show that these strategies can genuinely make a difference. Each step may overlap or build on others, but certain parts might be more relevant to your situation. Feel free to try different approaches and revisit or adjust them as needed.

  • Many students with disabilities may feel hesitant or anxious about seeking support, worrying that they might be perceived as less capable or attract unwanted attention [9]. However, asking for help—whether with academic or personal challenges—is a common and essential part of university life, not just for those with disabilities. Students who access disability support services often find them beneficial and tend to achieve better academic results [10]. Research also shows that psychological interventions like social skills training and cognitive training can be effective for people with disabilities experiencing loneliness [11].

    To begin, you might reach out to a favourite professor, personal tutor, or well-being advisor. If meeting in person feels daunting, consider bringing a friend for support. Start small by approaching one trusted person, and as you become more comfortable asking for help, your confidence will grow.

  • Would you find it easier if your course materials were provided in a more accessible format, like an audio file? Would you feel more comfortable taking exams in a quiet, separate room with an invigilator? Or perhaps you’d be more confident if someone could read the exam questions aloud for you? Maybe you’d like to bring a service pet to your classes? Identifying your specific needs is an important step toward advocating for yourself and requesting the adjustments you require. This process can be challenging, so don’t hesitate to ask for support from family, friends, or mentors to help you reflect on what might work best for you.

  • Building a community that understands your needs and experiences can foster a sense of belonging and help you develop a positive disability identity [11; 12]. You can start by reaching out to your Student Union officers, who may be able to connect you with societies that align with your interests. Student services can also assist in finding both university and external networks that support students with disabilities. Beyond disability-focused groups, consider joining a society based on your hobbies or passions—bonding over shared interests can be a great way to make friends and expand your social network.

  • Gratitude journaling involves regularly writing down and reflecting on things you are grateful for. This practice has been shown to improve student wellbeing [13], and it can be especially helpful for students with additional learning needs by reducing loneliness and boosting academic confidence [14]. If you're interested in getting started, you can use this gratitude journal as a guide: Gratitude Journal.

  • Asking for help can feel overwhelming, so it’s important to start with small, achievable steps. For instance, your first goal might be to book an appointment with the disability support office. Once you’ve done that, the next step could be exploring specific assistive technologies. Research shows that taking a gradual approach helps build confidence, motivation, and a sense of agency [15]. If you’re unsure where to begin, this guide can help you write specific, achievable goals: How to Write SMART Goals.

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Applying for the Disabled Students’ Allowance: Phoebe, a student at the University of Manchester, talks about the application process of applying for the Disabled Students’ Allowance. (Watch Time: 11 minutes)  

Information About the Disabled Students’ Allowance: Molly shares information about the Disabled Students’ Allowance and talks about how she got help with her dyslexia throughout her time at university. (Watch Time: 11 minutes)

Self-Advocating at University: Rachel emphasizes the importance of advocating for oneself at university and being well-prepared for transitioning from school to university. (Read Time: 10 minutes)

Effect of Exercise on Health at University: Pete shares how exercise helped him manage his health at university and find belonging whilst being a wheelchair user. (Read Time: 10 minutes)

Share Your Story: Help fellow students learn from your experiences and feel less alone. Contribute to Student Minds, the UK’s leading student mental health charity, and ensure your voice reaches those who need it most.

What Other Support Is Available?

  • In the UK, university students with disabilities are eligible for assistance through the Disabled Students' Allowance (DSA). It is a grant provided by the UK government designed to help cover the additional costs you may incur because of your disability. The DSA can fund a variety of supports and services, including: 

    • Specialist Equipment: Items like computers, software, and ergonomic furniture tailored to your needs. Evidence shows that assistive technologies like text-to-speech software can significantly enhance learning efficiency.

    • Non-Medical Helpers: Support workers or mentors to assist with your studies. 

    • Travel Expenses: Costs related to travel to and from the university incurred because of your disability. 

    • Other Disability-Related Costs: Any other expenses arising directly from your disability. 

    You can apply for the DSA through the Student Finance website. For detailed information and guidance through the application process, visit your university's disability support service, which can provide personalised assistance and additional support tailored to your needs. 

  • Jennifer Urwin shares her top tips for students starting university with a disability. (Read Time: 10 minutes)

  • Sense, a national charity, offers a free service dedicated to helping disabled people meet and make friends remotely.

  • The University Mental Health Advisors Network encourages students with mental health conditions to think about their rights, resources and broad support networks.

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  1. Kotera, Y., Chircop, J., Hutchinson, L. (2021). Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions. International Journal of Education Technology in High Education, 18 (1), 64. https://doi.org/10.1186/s41239-021-00301-x

  2. Priestley, M. (2023). Being WELL in the Neoliberal University: Conceptualising a Whole University Approach to Student Wellbeing and Experiences of Living and Learning at UK Universities in a Neoliberal Higher Education Context. Doctoral Thesis, Durham University. https://etheses.dur.ac.uk/15176/

  3. Barnes, R., Kelly, A. & Mulrooney, H. (2021). Student Belonging: The Impact of Disability Status Within And Between Academic Institutions. New Directions in the Teaching of Physical Sciences, 16(1), 2051-3615. https://doi.org/10.29311/ndtps.v0i16.3607

  4. Macdonald, S., et al. (2018). ‘The invisible enemy’: disability, loneliness and isolation. Disability & Society, 33(7), 1138–1159. https://doi.org/10.1080/09687599.2018.1476224

  5. Bialka, C. S., Morro, D., Brown, K., & Hannah, G. (2017). Breaking barriers and building bridges: Understanding how a student organization attends to the social integration of college students with disabilities. Journal of Postsecondary Education and Disability, 30(2), 157-172. https://eric.ed.gov/?id=EJ1153574

  6. Priestley, M. (2023). Being WELL in the Neoliberal University: Conceptualising a Whole University Approach to Student Wellbeing and Experiences of Living and Learning at UK. Universities in a Neoliberal Higher Education Context. Doctoral Thesis, Durham University. https://etheses.dur.ac.uk/15176/

  7. Eisenman, L. T., Rolón-Dow, R., Freedman, B, Davison, A., & Yates, N. (2020). “Disabled Or Not, People Just Want to Feel Welcome”: Stories of Microaggressions and Microaffirmations from College Students With Intellectual Disability. Critical Education, 11(17), 1-21. http://dx.doi.org/10.14288/ce.v11i17.186499

  8. Raver, A., Murchake, H. and Chalk, H. (2018) ‘Positive disability identity predicts sense of belonging in emerging adults with a disability’, Psi Chi Journal of Psychological Research, 23(2), pp. 157–165. https://psycnet.apa.org/doi/10.24839/2325-7342.JN23.2.157

  9. Fullmer, L., Fleming, A. R., & Green, K. M. (2021). Perceptions of Help-Seeking Barriers Among College Students with Mental Health Disabilities. Rehabilitation Counselors and Educators Journal, 10(1). https://doi.org/10.52017/001c.24870

  10. Abreu, M., Hillier, A., Frye, A., Goldstein, J. (2016). Student Experiences Utilizing Disability Support Services in a University Setting. College Student Journal, 3(6), pp. 323-328. https://eric.ed.gov/?id=EJ1112130

  11. Beni Gómez-Zúñiga1., Modesta Pousada., Manuel Armayones2. Loneliness and disability: A systematic review of loneliness conceptualization and intervention strategies.  Sec. Health Psychology. Volume 13 - 2022 | https://doi.org/10.3389/fpsyg.2022.1040651

  12. Raver, A., Murchake, H. and Chalk, H. (2018) ‘Positive disability identity predicts sense of belonging in emerging adults with a disability’, Psi Chi Journal of Psychological Research, 23(2), pp. 157–165. https://psycnet.apa.org/doi/10.24839/2325-7342.JN23.2.157

  13. Abes, E. S., & Wallace, M. M. (2018). "People see me, but they don't see me": An intersectional study of college students with physical disabilities. Journal of College Student Development, 59(5), 545-562. https://doi.org/10.1353/csd.2018.0052

  14. Tolcher, K., Cauble, M., & Downs, A. (2022). Evaluating the effects of gratitude interventions on college student well-being. Journal of American College Health, 72(5), 1321–1325. https://doi.org/10.1080/07448481.2022.2076096

  15. Feldman, D., Davidson, O., Ben–Naim, S., Maza, E., & Margalit, M. (2016). Hope as a Mediator of Loneliness and Academic Self–Efficacy among Students with and without Learning Disabilities during the Transition to College. Learning Disabilities Research & Practice, 31(2), 63-74. https://doi.org/10.1111/ldrp.12094

  16. Dew, A., Collings, S., Dillon Savage, I., Gentle, E., & Dowse, L. (2019). "Living the life I want": A framework for planning engagement with people with intellectual disability and complex support needs. Journal of applied research in intellectual disabilities: JARID, 32(2), 401–412. https://doi.org/10.1111/jar.12538