Across the diaries, one message is very clear: everyday university life takes a lot of effort. Simple things like getting out of bed, attending a lecture, focusing in meetings, or replying to emails often needed careful planning. Even on “good” days, students were dealing with pain, tiredness, anxiety, sensory overload, or poor sleep. A good day was not about being productive, it was about managing to show up at all.
Small moments made a big difference. Kind and clear feedback from supervisors, written instructions, being trusted to teach or contribute, and feeling listened to all helped students feel more confident and valued. Support from friends, partners, flatmates, and peers also mattered a great deal. These moments helped students feel that they belonged and that what they were doing was important.
The diaries also show how many barriers disabled students face, often all at once. Physical barriers included pain, illness, fatigue, inaccessible buildings, and a lack of comfortable seating. Emotional and mental barriers, such as anxiety, sensory overload, difficulty starting tasks, and fear of negative feedback, added extra strain. On top of this, rigid systems, slow support processes, and inflexible deadlines caused ongoing stress and frustration.
Feeling included often depended more on people than on policies. Students felt included when flexibility was offered without judgement, communication was clear, and differences were respected. They felt excluded when spaces were rigid, inaccessible, or unresponsive — even when this was not intentional. Working from home sometimes helped protect health, but it could also be lonely and made it harder to feel connected to others.
These diaries also challenge common stereotypes about disabled students. The students were teaching, mentoring, organising conferences, doing research, and building advanced skills in areas such as AI and data analysis. Many found creative ways to work with their bodies and minds, using tools and adjustments that helped them do their best work. What mattered most was not changing the student, but changing the environment around them.
Overall, these lived experiences show that disability in higher education is not just about access or adjustments. It is about energy, dignity, and feeling like you belong. When universities reduce barriers, offer flexibility, and show care, they create better learning environments for everyone. Inclusion does not lower standards — it makes participation possible.
