Experiences of college students with disabilities and mental health disorders: Informing college transition and retention

Abstract

The rate of college students with disabilities and cooccurring mental health disorders (D/MH) is steadily increasing across the U.S. However, despite available services and supports, the outcomes of these students lag behind their peers without D/MH. Further, little is known about the needs of students with D/MH, including barriers they experience and strategies or resources they find helpful. Therefore, the purpose of this study was to explore the experiences of nine diverse college students with D/MH attending a public university, including how the complexities associated with D/MH effected their lives and strategies they used that supported their well-being, via indepth interviews and focus groups. Implications for practice and future research are discussed.

The Intersectional Disadvantages for Disabled Women Students in UK Higher Education

“…There is a plethora of research examining Disabled students' experiences across the Global North. This research examines such things as the stigma and discrimination they experience from their peers and staff (Cole and Cawthon, 2015;Grimes et al, 2019;Osborne, 2019); the additional labour of Disabled students (Hannam-Swain, 2018;Osborne, 2019); the necessity of "good" disability support for Disabled students' success (Goode, 2007;Madriaga et al, 2010); their progression and continuation through courses (Mullins and Preyde, 2013;Francis et al, 2019;Kutscher and Tuckwiller, 2019); and their attainment (Richardson and Wydell, 2003;Richardson, 2009;Osborne, 2019).…”

“…Disabled students' experience of stigma and resentment from their peers and staff mean that Disabled students feel like they do not "belong" or are "too much trouble" (Luna, 2009;Mullins and Preyde, 2013;Francis et al, 2019). This, compounded by campuses, buildings, and classrooms that are not accessible, creates an environment that can be hostile to Disabled students, such that Hector et al (2020) International Journal of DISABILITY AND SOCIAL JUSTICE 3.2 August 2023 found Disabled students drop out at higher rates than their non-disabled peers.…”

“…The benefits of disclosing a disability in the UK, then, are significant. Francis et al (2019) found that for some Disabled students, disclosing their disability to their HEI was empowering. Participants in their study described finding a "community" of Disabled students on their campus, and feeling less isolated.…”

“…Participants in their study described finding a "community" of Disabled students on their campus, and feeling less isolated. Students also felt that accepting the label "Disabled" validated their difficulties and made them feel less like they were "lazy" or "not trying hard enough" (Francis et al, 2019;Osborne, 2019). In a systematic review of the research on disability in HE, Kutscher and Tuckwiller (2019) also found that disability-specific social support was important for Disabled students' success in HE.…”

A (mis)guidance of disabled youth: Post-secondary schooling transition experiences in South Africa

“…Despite developed inclusion legislation, transition policies and financial resources, a failure to promote entry to further education, economic opportunities and independent living for people with disabilities persists in South Africa (SA) (Bam & Ronnie 2020). Although more people with disabilities are able to gain access to educational opportunities, high school graduation rates in general for people with disabilities continue to lag behind that of non-disabled peers (Francis et al 2018;Kirby 2017;Kloos, Nacik & Ward 2022). Moreover, high dropout rates remain a leading contributor to the deepening social, environmental and economic exclusion that people with disabilities experience (Lindsay et al 2019).…”