- Self-Determination and Self-Advocacy
- Coping Strategies

Personal Factors for Academic Success of Students with Invisible Disabilities

- Informal Support Networks
- Supportive Faculty
- Disability Offices
- Inclusive Teaching Practices

External/Contextual Factors for Academic Success of Students with Invisible Disabilities

- Informal Support Networks: "Family and peers" are highlighted as "the most effective" source of informal support.

- Supportive Faculty: While often a barrier, when faculty members "taken an interest in them, helped them and made the necessary accommodations," they act as facilitators. Training faculty in accommodations and disability is identified as a key external factor.

- Disability Offices: These offices play a vital role in "mediat[ing] to facilitate the accommodations required by students and provide them with access to the support they needed." However, students often only become aware of them when "already experiencing academic difficulties."

- Personal Factors
- External/Contextual Factors

State University of New York at Binghamton

This systematic review explores invisible disabilities in higher education, focusing on students' disclosure decisions and their academic impacts. Students often choose not to disclose their invisible disabilities due to stigma and previous negative experiences, creating a paradox where "what is unseen does not exist." This non-disclosure leads to substantial academic and personal challenges for affected students. The research identifies common barriers these students face and examines factors that promote their academic success. Personal resilience and informal support networks play crucial roles in student outcomes. However, the review emphasizes that systemic institutional change is essential, particularly through inclusive teaching practices such as Universal Design for Learning and mandatory faculty training. These systemic approaches are necessary to transform risks into opportunities and ensure all students can thrive in higher education environments.

When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education

Moriña, A. (2024). When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education. Disability & Society, 39(4), 914-932. DOI: 10.1080/09687599.2022.2113038

Reference: When what is unseen does not exist: disclosure, barriers and supports for students with invisible disabilities in higher education

Invisible disability is an umbrella term for disabilities that cannot be seen by others and interfere with day-to-day functioning, but do not have a physical manifestation. This "unseen" characteristic is central to the challenges these individuals face in various environments. 

Invisible Disability

University students must proactively disclose their disability to receive legally mandated accommodations like varied learning materials or differentiated assessments. For students with invisible disabilities, disclosure presents a significant dilemma. Research consistently shows that the majority prefer not to disclose their condition, even when it means renouncing legal support and accommodations they're entitled to. This preference has persisted over decades, with disclosure described as "a complicated issue" left to individual student choice. The prevalence of non-disclosure is evident: among 1431 students in reviewed studies, the majority (n = 1274) didn't specify their invisible disability type, preferring to remain undisclosed even in research contexts.

The Non-Disclosure Dilemma of Invisible Disabilities in Higher Education

- Personal Barriers
- Faculty-Related Barriers
- Organizational and Systemic Barriers
- Social Barriers

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