Leveraging students' voices: understanding ways university support services can strengthen student support

Abstract

Student diversity in higher education is increasing, and to reduce barriers to students’ full and equitable participation, universities often provide accessibility and wellbeing support services to accommodate their needs. However, a more student-centred approach is required to respond to the challenges for many students with accessibility requirements or disabilities who are insufficiently accommodated, impacting negatively on their achievement and wellbeing. This study explored students’ (n = 60) beliefs about the ways in which support may not have accommodated their needs effectively, and their suggestions for how this could be improved. Students were considerate of the high demand support services were under and offered a range of high leverage solutions for strengthening and enhancing what is already available. Overall, students recommended accessible, personalised and student-centred support, which facilitated their own sense of agency and empowerment. Where these attributes were lacking, support was deemed catering to them ineffectively or partially. In addition, the findings of this study raised questions as to whether the available support is sufficiently targeted to the diverse experiences of students with chronic health conditions. By leveraging students’ voices, the higher education sector can gain deeper insight into ways to support students to reach their full potential.