Strengthening student support: Students’ voices on what does (not) work in high school and university

• Published in: International journal of educational research 2025, Vol.130, p.102529, Article 102529
• Main Authors: Hitches, Elizabeth, Woodcock, Stuart, Manning, Arianna, Moore, Brian
• Format: Article
• Language: English
• Subjects: Accessibility; Disability; High school; Higher education; Inclusion; Wellbeing
• ISSN: 0883-0355
• DOI: 10.1016/j.ijer.2024.102529

•Whilst high school provided a more personal level of assistance than university, there is a need for more inclusive approaches to avoid micro-exclusions.•At university, students suggested more personalised support, noting generalised accommodations did not cater sufficiently to students’ individual needs.•(In)effective support not only impacted learning and achievement, but was reported to impact students’ mental health. Internationally, there are challenges to how effectively and inclusively students with accessibility requirements or disability (ARD) are being accommodated within and across high school and university. However, limited research has explored students’ experiences of support across both contexts, with research often neglecting student voice and predominantly focused upon single disabilities, primary settings, and assessment accommodations. This study explored the beliefs of 121 university students with ARD about the support they received in high school and university in Australia and their suggestions for how this could be strengthened or improved. Students reported that effective educational support encompassed not only tangible accommodations, but the positive affective experience constituted by staff, such as feeling cared for. Whilst high school provided a more personal level of assistance, there is a need for more inclusive approaches to avoid micro-exclusions. At university, students suggested more personalised support, noting generalised accommodations did not cater sufficiently to students’ individual needs. Importantly, effective support not only impacted learning and achievement, but was reported to positively impact students’ mental health. Implications and recommendations for both contexts are discussed.