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Understanding graduate students' experiences with disability disclosure is essential for ensuring equitable access to higher education. Through a systematic review of 173 public Twitter posts related to disability disclosure during graduate school, this study explored the following research question: What factors serve as barriers and facilitators for disability disclosure among graduate program students and applicants? Tweets were chosen for inclusion based on the following criteria: (a) Tweets reference disability disclosure during or when applying to any type of graduate school program and (b) Tweets reference disclosure of a specific illness during or when applying to a graduate program. Using a Universal Design (UD) framework to conduct a qualitative sentiment analysis, we identified key three themes. First, several users conveyed that their awareness of stigma toward graduate students with disabilities made them hesitant to disclose a disability. Second, users explained differences in the ways that individuals should disclose to Disability Services (DS) versus to individuals in their programs, and they noted that the barriers and facilitators varied depending on the outlet where someone discloses. Finally, users emphasized the importance of strategically timing disclosure, though users' advice as to which point in the graduate school process was most advantageous to disclose varied widely. Recommendations for future departmental policies and practices to support graduate students with disabilities are discussed.

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Teacher stress, burnout, and attrition are well‐documented problems that have been amplified as a result of the COVID‐19 pandemic. Recent efforts to study and improve teacher well‐being in response to such high levels of burnout are promising. However, the field continues to lack a unified definition of teacher well‐being and consistent use of tools with which to measure teacher well‐being. These inconsistencies may limit the ability to compare interventions and improve teacher well‐being over time. Clarifying how teacher well‐being is defined and operationalized can enable others to understand what a particular intervention or study does or does not improve. This systematic review explored 97 studies of teacher well‐being and documented tools used to measure the construct. The studies reviewed relied on a wide variety of instruments, ranging from mental health tools to subjective well‐being and teacher efficacy measures, with few using specific Teacher Well‐Being Scales. Findings suggest the need for more uniform approaches to measurement and the need for a clearly articulated definition of teacher well‐being that is distinct from stress or burnout. Researchers recommend the use of a multifactor scale that includes elements of teacher efficacy, school support, workload and time pressure, and job satisfaction.

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