RP1: The Mental Health Needs and Concerns of Students With Disability in Institutions of Higher Learning

Summary

The mental health challenges faced by students with different types of disability in Canadian institutions of higher learning are an area that demands attention. According to Campbell (2022), the need to achieve inclusivity and equal opportunities and to comprehensively address the needs and concerns that this demographic encounters are some of the factors that necessitate paying attention to mental health needs. It is crucial to cultivate a culture that facilitates efficient learning and supports these students’ mental health and well-being. There is a broad spectrum of disabilities among these students. It spans physical, sensory, neurodevelopmental, and cognitive impairments. There are unique challenges faced based on the specific disability the student has. For instance, a student with a physical disability may have challenges navigating the physical spaces (European Commission, 2022). Likewise, those with sensory disabilities may face different communication barriers. Understanding this aspect is critical in tailoring the interventions to address the specific needs and concerns based on the different types of disabilities.

Furthermore, these students face additional challenges related to their gender, race, and socioeconomic status. The systemic biases that exacerbate these students’ hurdles have already worsened the situation. As part of the marginalized groups, the students also experience disparities in access to resources tailored to support them (Campbell, 2022). Hence, it is necessary to acknowledge the intersectionality of disability with other identity markers. For instance, education policies should be inclusive by addressing the unique issues faced by students with disabilities and considering the broader context of their identities. This approach will foster a more equitable learning environment (European Commission, 2022).

Furthermore, students with disabilities have a significant challenge meeting the demanding nature of academic pursuits in higher learning. The existing stressors associated with disability are worsened by the inherent rigor of academic responsibilities such as coursework and examinations (De Los Santos et al., 2019). Besides, the students must handle the time-consuming and bureaucratic process of securing the appropriate accommodation. An extra layer of challenge is added to the already rigorous academic endeavor. As a result, there are higher levels of mental health disorders such as anxiety and depression. The Canadian higher institutions’ social dynamics also inadvertently contribute to the further isolation of these students. For instance, physical barriers, including the lack of assistive technologies or inaccessible buildings, limit their participation in some social activities (University of Toronto, 2023).

Moreover, their peers and the academic staff may lack awareness and understanding of their predicament, which leads to unintentional exclusion (Furrie, 2017). Besides, the lack of awareness contributes to a culture of stress and emotional distress. The peers and staff fail to give the vital support needed to prevent feelings of neglect. Hence, there is marginalization, which often fosters a sense of inadequacy and feelings of alienation that worsen the mental health concerns faced by the students.

Even though there have been widespread efforts to raise awareness of individuals living with disability, there are persistent stigmas that affect the mental health of these students. These include preconceived biases and notions that are rooted in misconceptions or ignorance. Sanchez, 2023 details that such manifests in overt discrimination or subtle forms of exclusion. Hence, overcoming such negative societal perceptions is critical in fostering an environment that supports students with disabilities. The students will engage in academic and social pursuits devoid of the burden of judgment. Even though Canadian institutions strive to provide the necessary mental health care, another need faced by the students is the limited access to specialized mental health services to cater to their unique concerns (University of Toronto, 2023).

Additionally, mental health professionals may not be adequately prepared to address their needs, resulting in inadequate or delayed interventions. This scenario exacerbates their mental health needs since timely interventions are needed to mitigate the impact of the stressors associated with living with disabilities. These students also have to navigate the complex world of disability while dealing with stressors caused by other identities. For instance, a student with a disability who belongs to a marginalized racial group faces compounded challenges (Sanchez, 2023). Likewise, students with disabilities who identify as part of a minority-gender community face additional challenges that negatively impact their mental health. An intersectional approach to dealing with their mental health needs is thus needed. It is clear that the mental health needs and concerns of students with disabilities in higher learning institutions are multifaceted and complex (Grimes et al., 2018). The institutions can work towards creating a supportive and inclusive environment by engaging with these needs. Hence, an environment where every student will thrive while maintaining mental health and well-being will be fostered.

References

Campbell, D. (2022). Second national dialogues and action draws experts on accessibility, ableism, and inclusion across Canada | University of Toronto. Www.utoronto.ca. https://www.utoronto.ca/news/second-national-dialogues-and-action-draws-experts-accessibility-ableism-and-inclusion-across

De Los Santos, S. B., Kupczynski, L., & Mundy, M.-A. (2019). Determining academic success in students with disabilities in higher education. International Journal of Higher Education, 8(2), 16–38. https://eric.ed.gov/?id=EJ1212595

European Commission. (2022). Studying in Europe while living with a disability | European Education Area. Education.ec.europa.eu. https://education.ec.europa.eu/news/studying-in-europe-while-living-with-a-disability

Furrie, A. (2017). Post-secondary students with disabilities: Their experience – past and present final report. NEADS. https://www.neads.ca/en/about/media/Final%20reportCSD2012AdeleFurrie2-3.pdf

Grimes, S., Southgate, E., Scevak, J., & Buchanan, R. (2018). University student perspectives on institutional non-disclosure of disability and learning challenges: Reasons for staying invisible. International Journal of Inclusive Education, 23(6), 639–655. https://doi.org/10.1080/13603116.2018.1442507

Sanchez, I. (2023, September 29). American and Canadian sororities and fraternities struggle with a lack of inclusivity for disabled students. Capital Current. https://capitalcurrent.ca/ableism-on-display-disabled-students-in-american-and-canadian-sororities-and-fraternities-struggling-with-lack-of-inclusivity/

University of Toronto. (2023). Accessibility services: Survey Report Summary – 2023. https://studentlife.utoronto.ca/wp-content/uploads/Accessibility-Services-Survey-Report-Summary-2023.pdf

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