Support for disabled students

The funding available to providers to support disabled students has risen in recent years. This is to help the move towards a more inclusive model of education, and to support the growing number of students reporting disabilities and mental health problems.

Funding increased following a review in 2015. This showed how higher education providers supported students with specific learning differences, like Dyslexia, and also how they supported students with mental health problems.

More information on how funding is calculated for providers is available.

If you’re a student   

If you’re a student with a long-term illness, disability or a mental health issue, you can apply for Disabled Students' Allowances (DSAs).

You won’t need to repay DSAs and you can get them on top of any other student finance you receive.

You may also be able to access other support from your higher education provider. Contact them directly to find out what’s available.

If you’re a higher education provider

The barriers to participation and success for disabled students come from institutions, systems and processes, so providers have an important role to play in improving things.

Part of the solution is more inclusive curricula, learning and teaching environments, and restructured support. 

We have published a topic briefing on supporting disabled students which provides information on effective practice and resources to to assist providers.

Supporting disabled students is a priority for many providers in their access and participation plans.

The following resources on supporting disabled students are also available:

• The Disabled Students' Commission
• Our briefings and case studies:
  • Beyond the bare minimum: Are universities and colleges doing enough for disabled students?
  • Coronavirus briefing note: Disabled students
• The Equality Act 2010 and our work on equality and diversity and how this relates to disabled students.
• UCAS, 2022: 'Next Steps: What is the experience of disabled students in education?'
  This report analyses the student journey and makes recommendations for supporting access and progression.