When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education

Abstract

This systematic review explores the research carried out to date on invisible disabilities and higher education. Out of a total of 443 studies, with no time restrictions in the search, 16 articles met the inclusion criteria. These included both qualitative and quantitative studies and involved a total of 1431 students with hidden disabilities. Following data analysis, based on a system of categories and codes, the results help answer five questions: What are the characteristics of the studies conducted in terms of country, participants and methodology? Why do students with invisible disabilities choose not to disclose their disability? How does non-disclosure of disability affect students’ retention and success in higher education? What barriers do students with invisible disabilities encounter in higher education? How are students with invisible disabilities supported in their academic success? The conclusions warn about the risk of not making disability visible and forgoing the accommodations that are necessary for the progression and completion of studies in institutions that still have a long way to go before becoming truly inclusive.

Points of interest

• This paper explores the research carried out to date on hidden disabilities and higher education.

• Disclosure of disability is a complicated issue and it is up to students to decide whether or not to do it.

• Students with hidden disabilities face frequent barriers that hinder their university experiences.

• Most students with invisible disabilities prefer not to be seen and renounce the supports they are entitled to in order to avoid the label of disability.

• When disability is not visible, students face numerous threats that may jeopardise their university experience.

• Inclusive teaching practices based on the social model of disability and Universal Design for Learning are necessary in HE to promote student retention and academic success.

Keywords:

• Hidden disabilities
• higher education
• inclusive education
• barriers
• success factors

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Ministry of Science and Innovation of Spain, State Research Agency and FEDER funds European Union (grant numbers PID2020-112761RB-100/Feder Funds).