Do Students with Disabilities Have an Equal University Experience; Findings from the International Student Barometer

Universities in the UK aim to provide an inclusive and supportive environment where all international students can succeed. However, students with disabilities may experience additional challenges that can affect their academic progress, career preparation, wellbeing, and access to support services. In this report, disability refers to students who identify as having a disability, impairment, or long-term health condition, including physical, mental health, learning, or other medical conditions. Using data from the International Student Barometer (ISB), this report compares the experiences of international students with and without disabilities. It explores key areas of the student experience, including learning, career support, wellbeing services, and inclusion. Although disabled students reported positive experiences in some areas, the findings also highlight differences where satisfaction levels were lower compared with students without disabilities.

The findings suggest that disabled students generally have a positive learning experience; however, some differences appear in areas related to academic processes and support. Satisfaction with ‘performance feedback’ was lower among students with disabilities (81%) compared with students with no listed disability (92%), creating an 11% gap. A similar difference was found for ‘marking criteria’, where satisfaction was 81% vs 92% respectively. Other areas also showed lower satisfaction, including ‘course organisation’ (82% compared with 92%) and ‘learning support’ (86% compared with 93%). These results suggest that some disabled students may benefit from clearer academic guidance, and improved communication around learning expectations.

The largest differences between disabled and non-disabled students were seen in career preparation and employability support. Students with disabilities reported lower satisfaction with ‘opportunities for work experience’ (66% compared with 81%), ‘employment support’ (55% compared with 69%), and ‘academics’ careers advice’ (72% compared with 84%). This suggests that disabled international students may face additional barriers when preparing for future employment. However, fewer disabled students were undecided about their plans after graduation compared with non-disabled students (23% vs 30%), showing that many still have clear career goals. Institutions could help reduce these gaps by improving access to career services, increasing inclusive work experience opportunities, and ensuring careers advice supports the needs of all students.

Support services play an important role in helping students feel confident and supported throughout university. Disabled students reported lower satisfaction with the Counselling Service (81% compared with 92%) suggesting that some areas of support could be strengthened. Wellbeing results also showed that disabled students experienced higher levels of stress, with 12% reporting that they always felt stressed compared with 5% of non-disabled students. In addition, fewer disabled students felt comfortable asking for mental health support (69% compared with 74%). This suggests that some disabled students may face extra barriers when seeking mental health support, even where need may be higher. These barriers could include concerns about asking for help, understanding what support is available, or accessing services. Improving access to wellbeing and specialist support could help create a more inclusive student experience.

Overall, the findings show that disabled international students still have a positive university experience, but differences remain in areas such as career development, assessment feedback, and some support services. Institutions should continue improving accessibility, strengthening inclusive employability opportunities, and ensuring that all students receive the support needed to succeed. An inclusive university experience requires not only equal access, but also equal opportunities for academic, personal, and professional development.

*The International Student Barometer collected responses from 30,886 international students studying in the United Kingdom. Of these, 2,234 selected a response indicating that they had a disability, impairment, or long-term health condition. Fieldwork took place from September to December 2025.