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Griffiths, E. (2020). “But You Don’t Look Disabled”—Invisible Disabilities, Disclosure and Being an ‘Insider’ in Disability Research and ‘Other’ in the Disability Movement and Academia. In J. Leigh, & N. Brown (Eds.), Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education (pp. 124-142). University College London.
https://doi.org/10.2307/j.ctv13xprjr.13

has been cited by the following article:

• TITLE: Invisible Disabilities in Higher Education—A Cultural Comparison of Students’ Experiences with Invisible Disabilities in Kuwait and Belgium

  AUTHORS: Aicha Hefiela

  KEYWORDS: Invisible/Hidden Disability, Ableism, Stigma, Higher Education, Critical Disability Theory, Capital, Culture

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.2, February 27, 2024

  ABSTRACT: This study explores the lived experiences of students with invisible disabilities in the field of higher education under the framework of critical disability theory. It explores how students with invisible disabilities may face issues accessing higher education and issues of inclusion and support once in the field of higher education. Students with invisible disabilities tend to not be believed about their condition as it is not visible and are hence underrepresented in universities as well as having worse post-degree outcomes. This is indicative of a social justice issue. This paper looks from an international perspective, comparing the experiences of invisibly disabled students at universities in Kuwait and Belgium. Focusing on the cultural impacts of students’ experiences with their hidden disabilities. It uses qualitative semi-structured interviews to ask students about their experiences at university, how their disability affects their academic performance, their relationships with staff and students, their coping strategies, and what interventions they believe are necessary to create a more inclusive and accessible environment for invisibly disabled students at higher education institutions. Their responses have been analyzed thematically and discussed in the context of social justice in higher education. This study finds that there are cultural differences in the experiences of university students with hidden disabilities, however, they do have shared experiences. It finds that students face common obstacles: taking longer to study, missing exams, and dropping courses. Their coping strategies include dropping courses, meditating, and discussing problems. The proposed solutions range from speaking with high school students, transparency in support available, and keeping university members accountable for their actions.