Supporting Undergraduate Students with Disabilities: A Focus on Campus Climate and Sense of Belonging (2021)

Krista M. Soria's research brief examines the disparities in sense of belonging and perceptions of campus climate between undergraduate students with and without disabilities. Utilizing data from the 2018 Multi-institutional Study of Leadership survey, the study reveals significant challenges faced by students with disabilities, highlighting the impact of an inclusive campus climate on their educational outcomes.

Main Takeaways:

• Lower Sense of Belonging and Higher Discrimination: Students with disabilities report a significantly lower sense of belonging and face more discrimination compared to their peers without disabilities.
• Impact of Specific Disabilities: Students with psychiatric or psychological conditions, neurological disabilities, and speech and language conditions report the lowest sense of belonging. Those with speech or language conditions, neurological disabilities, and learning disabilities encounter the most discrimination.
• Campus Climate Perceptions: While perceptions of a negative or hostile campus climate were common among students with disabilities, those with Attention Deficit Disorder, visual impairments, physical disabilities, and those who are deaf or hard of hearing did not significantly differ from their non-disabled peers in indirect experiences of campus climate.
• Recommendations for Improvement: The brief suggests that higher education institutions need to recognize and actively support the unique needs of students with disabilities, enhancing campus climate and ensuring these students feel valued and included.