Postgraduate Research (PGR) students are a small but important part of university campus populations. For example, they make up just under 5% of students in the UK but deliver valuable research and provide teaching resources to support universities.

Undergraduates outnumber PGR students, leaving PGR students to sometimes feel less connected and supported during their studies. Unfortunately, the situation can be even more pronounced for the growing population of PGR students with disabilities.

Because of the higher number of undergrad students, schools may tend to focus their accessibility efforts on general classrooms, lectures and online learning platforms. Although boosting access in these realms is a positive step, it can mean that the environments PGR students operate in, such as laboratories, clinical and research settings and the broader campus, can be overlooked.

Adopting a Proactive Approach

At Verbit, we’ve noticed a growing number of proactive institutions that recognize the benefits accessibility solutions can have for all students and employees. For instance, more universities now provide accessibility tools like transcription, captioning and audio description. These services not only support students with specific disabilities but also improve engagement and offer greater choices for students with varying learning styles.

This proactive approach is part of a broader concept known as universal design, where buildings, products and environments are designed to be accessible and enjoyed by everyone. A recent report from Disabled Students UK found that universal design leads to more inclusive experiences for postgrad students with disabilities.

The report identified specific challenges and showed that many PGR students lacked a sense of belonging which could negatively impact their health and well-being and, in some cases, cause them to abandon their studies.

a young woman giving a lecture to a class of students

Here are a few worrying statistics from the report:

Just 44% of survey participants felt they belonged at their institution
Less than half of PhD students with a disability felt it was clear how to access disability support
Half of the respondents found the physical/sensory environment on campus to be inaccessible – impacting students with mobility difficulties as well as other groups, such as students who were neurodivergent
More than 85% of respondents stated that conducting their doctoral studies had negatively impacted their mental health

This quote from the report represents a good experience from a student’s perspective but also highlights some of the common challenges that many students with disabilities face.

“I am lucky in that my PhD naturally allows for remote working, and that my supervisor is happy to meet online instead of in-person on any weeks that I request it (without me having to disclose mental health as a reason).[…] However, if this system wasn’t already in place within his group, I have absolutely no idea how I would go about requesting this support or who I should disclose my conditions to.”

Creating a sense of belonging is critical for fostering an inclusive campus environment. However, it’s also vital to provide students, including those pursuing post-graduate degrees, information about how to access support services when they need them.

Key Ways to Improve the Experience for PhD Students with Disabilities

In addition to highlighting some of the critical issues faced by PhD students with disabilities, the report features practical ways universities can improve. Using universal design principles is often a positive first step.

Make the physical and sensory environment more accessible

Adopting a universal design approach can help ensure that everyone can access and use buildings, workspaces and other environments. Universities must consider the whole campus so that students with disabilities can enjoy the complete experience – inside and outside classroom settings.

Lecturers can also adopt a universal design approach in their courses. For example, incorporating captions and transcriptions in all presentations is a great way to ensure everyone has access to these common accessibility measures, even if no one requests them. With universal design principles, universities can prepare in advance rather than trying to react once they learn the students’ needs.

Strengthen the supervisor-supervisee relationship

The supervisory relationship was one of the aspects of the university experience that was most often rated positively. However, when it goes wrong, it can lead to devastating outcomes, such as students discontinuing their doctorate.

A few practical ways to improve the relationship include:

Creating a better connection between supervisors and the students’ disability support staff
Offering accessibility training so supervisors are better informed and prepared
Improving safeguards that protect against the relationship from deteriorating

Reduce the administrative burden for students

The processes students must undergo to access support can be unclear and time-consuming. Barriers to resources are particularly frustrating for students when they’re unsure if their efforts will even result in the proper support.

So, it’s no surprise that reducing the administrative burden is one of the top changes that survey respondents requested. The recommended actions include making the support application process clearer and easier and enabling Disability Services to take on some administrative tasks with adequate resourcing.

Fortunately, if more universities embrace universal design, students will rarely face the burdensome process of asking for extra support.

Create a supportive culture

Universities can improve the overall experience for postgrad students with disabilities by ensuring they have a sense of belonging and somewhere to turn when they have any issues. Having clear, open lines of communication and efficient and easy-to-access services will go a long way toward making all students feel more supported.

As with many of the recommendations in the report, a universal design approach to culture can have wider-reaching benefits beyond the disabled community. Creating a supportive culture will nurture a more inclusive environment for all students and staff.

A smiling postgraduate student on a computer

Partner with a Trusted Provider

Universities can improve enrolment, retention and student success by proactively implementing accessibility initiatives. While services such as transcription and captions are vital for some students, they can also enhance the experience for all. Partnering with trusted providers like Verbit can help you adopt a universal design approach to accessibility.

Verbit provides a range of services in educational settings, including transcription, captions and audio description. Universities trust us to meet accessibility requirements and improve engagement for all. Contact us to learn more about how we can support your institution.