Experiences of higher education for students with chronic illnesses

This paper explores the experiences of students with chronic illnesses in UK universities. Sixty-seven completed an online survey open-ended questions about their higher education. Questions covered four main topics: academic work; university staff; social and extracurricular activities; participants’ miscellaneous opinions. Using thematic analysis, data were analysed references to model disability representations illness. Participants wrote misconceptions surrounding illnesses, a sense inequality, feeling undervalued. Many staff members seemed lack understanding so ‘policed’ regulations rather than accommodating for illnesses. However, some participants ‘allies’ who offered proactive support. The findings add substance illness literature focus on at university, we offer recommendations universities improving inclusivity illnesses.Points interestDisabled energy-limiting are frustrated by support feel that they have fewer opportunities non-disabled students.Some may hold negative views disabled individuals, provide inadequate can lead students’ reluctance disclose illnesses.Students felt peers did not class as ‘real’ disabilities perceived lesser those visible disabilities.Some proudly owned label ‘disabled’ educate others, including staff, sometimes used inappropriately excuse adjusting students. Some supportive allies.Universities must listen ensure fulfil legal moral obligations providing equality opportunity, enabling all succeed.