Navigating the university system as a disabled student comes with its ups, downs, and unexpected challenges, and many students often face difficulties relating to academic life. In fact, only around 38% of disabled students report receiving all the support they need to succeed in their studies (Disability Rights UK, 2024), meaning many students begin university without the help they need to thrive. When support is missing or poorly delivered, the consequences can be profound – affecting wellbeing, academic confidence, and even a student’s ability to remain in higher education. But when support is done right, it can be nothing short of life‑changing.
I hope that by sharing my experiences, I can provide insight for anyone soon to embark on their university journey or currently engaged in their studies but struggling to get through.
My Experience: Before Adequate Support
My first attempt at university in 2015 was a mix of nerves and excitement. Transitioning from sixth form, I was eager to start this new chapter, but going through this process as someone with a visual impairment added layers of complexity.
Although my sixth form had prepared us well for UCAS applications, support around making university life accessible was minimal, if at all present. In late summer, I applied to student finance, which included DSA (Disabled Students’ Allowances), and had an assessment to determine whether I needed non-medical help – these are services that provide practical support, such as assistive technology, note-taking, or mobility training, for disabled students while studying.
During the first term at university, challenges arose quickly. My notetaker was provided late into the term, and they didn’t know the format I needed, so I received printed notes instead of large‑print digital versions, making them almost unreadable. Mobility training also hadn’t been arranged, leaving me dependent on friends to get around campus. At one point, I even got lost for nearly two hours. This experience shook my confidence so much, that I became afraid to leave my halls at all.
As you’d imagine, this had a knock‑on effect on my mental health. I began missing deadlines, and the steady stream of emails about my attendance only intensified the pressure. Something that should have been exciting became a source of fear and shame – not because of my disability, but because the right support simply wasn’t in place. Eventually, the situation became so overwhelming that I made the difficult decision to withdraw from the course altogether.
My Experience: With the Right Support
After taking an extended break and a great deal of time to reassess, I then plucked up the courage to return to university, just one closer to home. I knew that I wanted to approach my experience differently this time, and truly, taking this new approach meant that my second attempt was significantly better. I applied to student finance early, ensuring I could arrange my DSA assessment ahead of time. This allowed me to secure a notetaker in advance and specify exactly how I needed my notes formatted. The university also helped send my timetables to DSA providers soon after my request, reducing administrative stress.
I also had a taxi service to get me to campus during exams, a mental health mentor who helped me manage overwhelm around deadlines, and a specialist support worker who was a Godsend when it came to editing and proofreading as those deadlines approached. He was also my dual mobility trainer, patiently guiding me through campus routes and helping me face one of my biggest fears – returning to a campus after my earlier experience at my previous university.
Having the right non‑medical support that met my needs and was delivered at the right time made all the difference. It allowed me to enjoy university like any other student and ultimately led to me achieving a first‑class psychology degree from the University of Essex and a Master’s in Mental Health Studies from King’s College London. The holistic combination of notetaking, travel, mental health, and mobility support was crucial, and together these adjustments gave me the confidence to ask for help and fully participate in university life.
Lessons & Practical Tips for Students
Research shows that students with disabilities often face multiple barriers in higher education, from challenges accessing academic support to actually getting accessible resources (Gull et al., 2025). Knowing this, it’s clear why planning and using non-medical support early can make a real difference. Over the years, I’ve learned a few things that can help if you’re transitioning to university with a disability or additional needs:
- Apply for DSA as early as you can. Usually, this is in early summer (around June or July) before term starts. Getting your support set up in advance can save a lot of stress and help you focus on your studies rather than chasing paperwork.
- Ask for help whenever you need it. Whether it’s for mental health, a disability, or neurodivergence, reaching out doesn’t make you a burden – it’s exactly what these services are there for. Early intervention can prevent small problems from becoming overwhelming.
- Speak up if things feel complicated. Sometimes coordinating between DSA and your university can feel confusing. Let someone in the disability team at your university know, as they can often resolve practical barriers quickly.
- Make the most of the support available. Assistive technology, specialist support workers, notetakers, mentors and more are all there for a reason. Using a combination if eligible can be a game-changer.
- Most importantly, be kind to yourself. University can be great fun, but it can also be.. a lot. Celebrate small wins and remember that the people around you, from support staff to friends, are there to help you. You don’t have to face it alone!
Messages for Universities & Support Staff
I also hope sharing my experiences can highlight a few things universities and support teams might consider:
- Sixth forms and colleges should provide early information about DSA and non-medical support and offer guidance with applications where necessary. This helps students not only know what’s available but also access it smoothly, reducing stress during an already confusing transition.
- Collaboration between universities and DSA teams is essential. Ideally, support should be in place months before term starts, this can dramatically improve student retention and wellbeing.
- Finally, students should be made to feel empowered. Knowing that seeking support is normal and designed to help them can make a world of difference to their confidence, both academically and personally.
Summary
Looking back, I’ve experienced both sides of the coin: one where support was absent or inadequate, and one where timely, personalised non‑medical support allowed me to thrive. The difference was profound. With the right people in place, I was able to face my fears and achieve goals I once thought were out of reach. It showed me how transformative well‑delivered support can be.
For future or current students reading this, know that asking for help is one of the best things you can do for yourself. Support is not a weakness. It is a resource that gives you the tools to succeed. When it is put in place early and delivered in a way that meets your needs, it can reshape your entire university experience and help you feel confident, capable and included. That is exactly the kind of experience you deserve.
References
Disability Rights UK. (2024). Disabled Students Still Face Major Barriers in Higher Education, New Report Shows. Disabilityrightsuk.org.https://www.disabilityrightsuk.org/news/disabled-students-still-face-major-barriers-higher-education-new-report-shows?utm_
Gull, M., Kaur, N., & Basha, S. E. (2025). A Systematic Review of Challenges
Faced by Students with Disabilities in Higher Education. Annals of
Neurosciences, 09727531251344705.