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Original Research
Navigating barriers and enablers to academic success for students with disabilities at the University of Gondar, Ethiopia: A participatory action research approach
Submitted: 27 January 2026 | Published: 07 August 2026
About the author(s)
Molalign B. Adugna, Department of Sociology, University of Gondar, Gondar, EthiopiaTadesse A. Tedla, Department of Special Needs, Faculty of Education, University of Gondar, Gondar, Ethiopia
Mustofa W. Jemal, Department of Communication and Journalism, University of Gondar, Gondar, Ethiopia
Getachew G. Tadese, Department of Social Work, University of Gondar, Gondar, Ethiopia
Bilen M. Araya, Department of Rehabilitation Science, Queen’s University, Kingston, Canada
Missaye M. Mengistie, Department of Psychology, University of Gondar, Gondar, Ethiopia
Biset Y. Abera, Department of Sociology, University of Gondar, Gondar, Ethiopia
Tibebu Guadie, Department of Law, University of Gondar, Gondar, Ethiopia
Roza A. Abate, Department of Social Work, University of Gondar, Gondar, Ethiopia
Yitayal A. Mengistu, Department of Special Needs, University of Gondar, Gondar, Ethiopia
Hiwot A. Mekuanint, Department of Law, Queen’s University, Kingston, Canada
Selamawit Kassa, Department of Psychology, University of Gondar, Gondar, Ethiopia
Angela Coderre-Ball, School of Nursing, Health Quality Programs, Queen’s University, Kingston, Canada
Madison Robertson, School of Nursing, Health Quality Programs, Queen’s University, Kingston, Canada
Rylan Egan, School of Nursing, Health Quality Programs, Queen’s University, Kingston, Canada
Abstract
Background: In Ethiopia, 17.6% of the population has disabilities. Research has largely overlooked students with disabilities (SWDs), focusing instead on caregivers, teachers and officials.
Objectives: The current study sought to include SWD voices by examining their experiences and identifying barriers and enablers to education in Ethiopia.
Method: A participatory action research approach with a critical theory lens, engaging SWDs in two phases was carried out. In phase one, student researchers received training through collaboratively developed modules on research concepts, questions, tools and data analysis. Student researchers identified, co-created, refined and finalised the study methods. In phase two, student researchers conducted 18 interviews and two focus group discussions.
Results: Results indicated that physical, sensory and financial inaccessibility negatively influenced the social lives of SWDs, reinforced stigmatising societal perspectives and disadvantaged them compared to their peers without disabilities. Stigma led to feelings of hopelessness and social exclusion. However, having a supportive (‘threshold’) person or organisation, individual grit, love and trust in education and a desire to defy critics (i.e. positive revenge) contributed to student success.
Conclusion: Early interventions are vital for supporting SWDs in engaging with education. A dedicated advocate can significantly impact their success.
Contribution: This study contributes to disability studies and inclusive policy by centring the voices of SWDs in Ethiopia, highlighting their lived experiences. It offers practical insights into how systemic stigma, inadequate infrastructure and limited psychosocial support hinder inclusion, while support systems, personal resilience and early interventions enhance educational success.
Keywords
Sustainable Development Goal
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