Study reveals what actually helps disabled students finish graduate degrees
A longitudinal study of one student's path through higher education shows that emotional support and relational connections—not independence or willpower—predict success for disabled postgraduates. The finding challenges universities' assumptions about accommodation and suggests institutions may need to fundamentally rethink how they structure advanced programs.
Originaltitel: Narratives of a postgraduate student with disabilities and his journey to higher education
The number of students with disabilities (SwD) in higher education has steadily increased, yet concerns remain about their academic progression and degree completion. While much existing research focuses on undergraduate experiences, less is known about how postgraduate SwD reflect on and make sense of their educational journeys over time. This study addresses that gap through a narrative inquiry, exploring how Glenn, a master's student with disabilities, constructs meaning across educational stages and institutional contexts. Drawing on longitudinal diary and interview data, the study presents six interconnected narratives spanning Glenn's early schooling to postgraduate study. The analysis traces how Glenn repositions himself in relation to experiences of exclusion, misrecognition, and structural constraint – through resistance, relational encounters, and ownership of his learning. Rather than a linear story of overcoming adversity, Glenn's account reveals a layered, reflective narrative of transformation. It challenges dominant discourses of academic success and independence by foregrounding emotional security, relational support, and adaptive strategies as conditions for sustainable engagement. The article argues for a more relational and flexible approach to inclusion in higher education, suggesting that stories of SwD offer critical insights into how institutions might better support diverse learners – not only through access, but through recognition, care, and meaningful belonging.