Supervising the unseen: A critical literature review on supervising students with hidden disabilities in South Africa

Abstract

Background: As supervisors, we often find ourselves giving a specific student more attention and leeway than others. Have you ever wondered why some students struggle more than others, even when receiving additional assistance?
Objectives: This article aimed to examine the depth of supervisory knowledge and awareness in supporting students with hidden disabilities to enhance academic guidance and foster student success.
Method: This article employed a systematic literature review (SLR) and thematic analysis to investigate the supervisory challenges and support mechanisms faced by students with hidden disability. The article sought to answer the research question: How does the existing literature critically address the supervision of students with hidden disabilities in higher education in supporting their academic success?
Results: Students with hidden disabilities often avoid disclosing their conditions because of stigma, emotional burden and fear of being perceived as less capable. Findings revealed a significant gap in supervisory preparedness and institutional support. Supervisors, lacking adequate training and awareness, are often ill-equipped to respond effectively, leaving students feeling isolated and invalidated, and many struggle with whether their condition is ‘valid enough’ and not seen as an excuse.
Conclusion: This article explored the multifaceted dimensions of supervising students with hidden disabilities, demonstrating a significant gap in supervisory preparedness, knowledge, training and awareness. The findings showed a need for targeted strategies and training programmes to equip supervisors with the necessary skills to support students with hidden disabilities and provide an inclusive supervisory environment that promotes their well-being and success.
Contribution: The article offers insights into supervisory approaches for students with hidden disabilities, providing the groundwork for future empirical research and empathetic supervisory support structures.