Invisible no more: national study reveals stark barriers facing university students living with hidden disability

Friday, 13 November 2026

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New research collating the experiences of students managing an invisible disability at university is shining a light on outdated systems and urgent need for updated policy measures, according to a national study led by the University of Newcastle.

Image of University students working in a lecture hall. Focus is a young man with a pink shirt, dark hair and glasses writing on a piece of paper.
Image of University students working in a lecture hall. Focus is a young man with a pink shirt, dark hair and glasses writing on a piece of paper.

Despite a more than 185 per cent rise in disability disclosure between 2011 – 2022, the landmark multi-institutional* study reveals that students with invisible disabilities are being forced to navigate complex bureaucracy, repeated disclosure requirements and inconsistent support systems.

Unlike visible disabilities, invisible disabilities are not immediately apparent to others and might include ADHD, autism, mental health conditions, chronic illness, learning disabilities and some neurological conditions.

The research found that because these students' challenges cannot always be seen, they are often required to repeatedly explain, disclose and prove their need for support, despite experiencing significant impacts on their learning, participation or daily life.

Lead-investigator, Dr Caitlin Mollica from the University of Newcastle’s Business School, said there was an urgent need for policy makers and institutions to reconsider their support processes in place for this diverse cohort.

“Australian universities have made commitments to inclusion, but our research shows that for students with invisible disabilities, those commitments are not yet consistently felt in the classroom,” Dr Mollica said.

“We know that the academics and support staff on the ground want to do better. They’re passionate about improving learning outcomes for students, but systems and structures remain rigid and difficult to navigate.”

Supported by the Australian Centre for Student Equity and Success (ACSES), the study collated hundreds of student, academic and professional staff experiences across 19 Australian universities.

Co-author, Ms Ellen Dungavell, led the focus groups and said students with invisible disabilities make up a significant share of those using university accessibility services, yet often remain poorly recognised in institutional planning and processes.

“Getting a university Learning Access Plan (LAP) – which outlines the provisions and adjustments intended to support students – requires a formal diagnosis, which can be incredibly time-consuming and costly to access, with long appointment wait times and low availability of diagnosis services,” Ms Dungavell said.

“Students often need to engage in repeated disclosures and complicated paperwork, which creates unnecessary pressure and stress for students who are already struggling to navigate university life. Adjustments are often generic, with time-based adjustments prioritised over provisions that support students’ underlying needs.”

I've had to feel like I really need to disclose and prove and kind of explain as much as possible and really bear my soul and my disability ... in order to get these simple things that I deserve or need ... That also takes time and energy and causes distress. – Student participant

I wouldn't disclose my chronic pain just because I don't think anyone would give me a job if I disclosed that. – Student participant

[W]ith my undiagnosed chronic illness it's a bit hard [to gain Reasonable Adjustment] because we still don't know what it is, so heaps of visits, scans and I found just finding a doctor in general has just been a mission. – Student participant

As an undergraduate student herself, Ms Dungavell is an advocate for students with lived experience to be involved in the decision-making process.

“If governments and institutions want to support university participation from all groups, structured changes and better resourcing is needed to support the diverse needs of students. This includes genuinely engaging students in decision-making processes,” she said.

With the growing awareness and disclosure around invisible disability, the research team identified universal design for learning (UDL) practices as critical to ensuring higher education is accessible and effective for the widest possible range of students from the outset, rather than relying on individual accommodations after barriers arise.

These might include pre-shared lectures and notes, multi-format source material, greater flexibility around assessments, clearer communication from teaching staff, choices and versatility in course design and more inclusive learning environments.

“There would also be huge benefit in lowering the threshold to access a Learning Access Plan for an interim period; GP endorsement in lieu of specialist diagnosis; and flexibility in the design of assessments,” Dr Mollica said.

“Staff confidence to implement accessibility provisions often depends on personal initiative, so training to support more creative program delivery and classroom structures would be hugely helpful for those on the ground.”

I've only had one lecturer that I've ever disclosed to and that's because she genuinely asked me what was going on and she offered to meet me after class. – Student participant

Ultimately, the team is hopeful the findings will prompt a sector-wide commitment to universal design for learning and co-designed solutions developed in collaboration with students.

“By embedding universal design for learning across the higher education sector, and through giving students with lived experience a real voice in decision-making, universities can shift from reactive fixes to learning environments that work to ensure everyone’s success from the start,” Dr Mollica said.

Download the full report here.

*The research team comprises authors from the University of Newcastle, Western Sydney University and the University of Western Australia.

The Australian Centre for Student Equity and Success (ACSES) is an evidence-based research and public policy centre funded by the Australian Government Department of Education and based at Curtin University. ACSES is committed to providing the higher education sector with tangible proof of what works to improve the quality and impact of student equity practices in higher education. For further information visit acses.edu.au.

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