Email this article 
Hide
Show all
Original Research
The subjective experiences of students with invisible disabilities at a historically disadvantaged university
Submitted: 27 August 2021 | Published: 10 June 2022
About the author(s)
Carushca de Beer, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South AfricaSerena Isaacs, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Cameron Lawrence, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Gugulethu Cebekhulu, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Jade M. Morkel, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Jonathan Nell, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Noluthando Mpisane, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Wayne P. van Tonder, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Yolanda R. Mayman, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Lobisa Z. Thobenjane, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Athena Pedro, Department of Psychology, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa
Abstract
Background: Despite policies that promote inclusivity of students with various challenges, students with invisible disabilities at higher learning institutions may encounter various levels of stigma and marginalisation. This primarily stems from a lack of awareness about what invisible disabilities encompass, and very importantly, how they affect those who live with them.
Objective: This study explored the subjective experiences of students with invisible disabilities at a historically disadvantaged university.
Method: This study used a qualitative approach to facilitate the exploration of the subjective experiences of students with invisible disabilities. Twelve students with invisible disabilities were interviewed online via Google Meet platform, using semi-structured interviews. Interviews were transcribed verbatim and analysed using a thematic analysis.
Results: Three thematic domains were identified, invisibly disabled students’ subjective experiences within the context of (1) home and community, (2) university life and (3) support offered at their university.
Conclusion: This study’s findings highlight the importance of awareness of invisible disabilities in higher education. Support for students with invisible disabilities, and breaking down the barriers to it, can compound better experiences in the lives of those who have invisible disabilities. Targeted awareness campaigns could contribute to more mindful learning and teaching practices and improve the overall experience of these students. This information can also be used to promote awareness of students with invisible disabilities in higher education institutions.
Keywords
Metrics
Total abstract views: 6884Total article views: 11052
Crossref Citations
1. Occupational Encounters: The Interpersonal Impact of Bus Drivers’ Engagement With Disabled Passengers
Bonnie Das Neves, Carolyn Unsworth
OTJR: Occupational Therapy Journal of Research vol: 44 issue: 3 first page: 488 year: 2024
doi: 10.1177/15394492241237744
2. Status of Disability Awareness among the Caregivers of Persons with Mental Illness Attending a Tertiary Hospital
Asha Malik, Hitesh Khurana
Indian Journal of Social Psychiatry vol: 40 issue: 4 first page: 398 year: 2024
doi: 10.4103/ijsp.ijsp_244_23
3. Educational Milieu at Universities: Implementation of Inclusive Methods in High School Studies
Yuliia Bondarenko, Natalia Buhlai, Nataliia Tymofiienko, Iryna Orlenko, Lytvyn Inna
Premier Journal of Science year: 2025
doi: 10.70389/PJS.100129
4. Growing up in the face of adversity: narratives of graduates with invisible disabilities from Italian and Spanish universities
Laura Tontini, Anabel Moriña
Journal of Further and Higher Education vol: 49 issue: 5 first page: 644 year: 2025
doi: 10.1080/0309877X.2025.2482694
5. Higher Education and Inclusive Learning: Building an Accessible Educational Environment
Yuliia Bondarenko, Natalia Buhlai, Nataliia Tymofiienko, Iryna Orlenko, Inna Lytvyn
Cadernos de Educação Tecnologia e Sociedade vol: 18 issue: se2 first page: 191 year: 2025
doi: 10.14571/brajets.v18.nse2.191-203
6. Supervising the unseen: A critical literature review on supervising students with hidden disabilities in South Africa
Cheryl L. Rielander
African Journal of Disability vol: 15 year: 2026
doi: 10.4102/AJOD.v15i0.1808
7. Learners with learning disabilities’ experiences of access to quality education in a South African township secondary school
Kelvin Chidi Ujeh, Lucia Munongi
Discover Education year: 2026
doi: 10.1007/s44217-025-01049-6
8. Experiencias docentes discapacitadas. Reflexiones situadas desde los cuerpos
Luis Vera Fuente-Alba, Paola Arroyo Fernández, José Reyes Contreras
Nómadas vol: 58 first page: 1 year: 2025
doi: 10.30578/nomadas.n58a13
9. Experience of university life by disabled undergraduate students: the need to consider extra-curricular opportunities
Susan Yvonne Chipchase, Abigail Seddon, Holly Tyers, Sophie Thomas
Disability & Society vol: 39 issue: 11 first page: 2817 year: 2024
doi: 10.1080/09687599.2023.2233687
10. Victimization Among Children With Disabilities: A Meta-Analysis
Chengrui Wu, Qiqi Chen, Ko Ling Chan
Trauma, Violence, & Abuse year: 2025
doi: 10.1177/15248380251388132
11. From disabled to differently abled: A psychofortological perspective on first-year students living with disability
Annemarike de Beer, Luzelle Naudé, Lindi Nel
Indo-Pacific Journal of Phenomenology vol: 23 issue: 1 year: 2023
doi: 10.1080/20797222.2023.2222938
12. Pedagogía de lo invisible: un enfoque crítico para la inclusión de estudiantes con discapacidad invisible en la educación superior
Luisa Fernanda Romero Henríquez, Jesús García Reyes
DIDAC issue: 86 JUL-DIC year: 2025
doi: 10.48102/didac.2025..86_JUL-DIC.285
13. Opportunities and barriers in digitalised labour settings in people with invisible disabilities
Marianne Kreuder-Schock, Sabrina Lorenz
Journal of Enabling Technologies vol: 18 issue: 2/3 first page: 65 year: 2024
doi: 10.1108/JET-01-2024-0004
14. Developing a collegiate recovery program from the ground up: identifying priorities, promoting collaboration, assessing needs, and offering recommendations
Mary B. Tabit
Addiction Science & Clinical Practice vol: 21 issue: 1 year: 2025
doi: 10.1186/s13722-025-00630-6
15. Rethinking Educational Research Involving Students with Disabilities
Precious Muzite, Velisiwe Gasa
GHMJ (Global Health Management Journal) vol: 8 issue: 2 first page: 190 year: 2025
doi: 10.35898/ghmj-821212