In the university context, there has been an increase in the enrollment of a highly diverse student profile, including students with disabilities, educational support needs, or socio-educational disadvantages (Davis et al., 2021; Stanwood & Mittiga, 2022). In this regard, this study defines diversity-support students as those who, during the teaching-learning process, require ordinary or extraordinary actions to optimize their learning experiences (Vázquez Varela et al., 2020). These interventions, conceived from an inclusive perspective, must address the student's needs, whether they are specific or permanent, thus ensuring an equitable and accessible educational environment (Vázquez Varela et al., 2020; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2023).

Considering this student profile, it is necessary for universities to establish action plans aimed at promoting the inclusion of students within the university system (Banerjee, 2018; Ramos Santana et al., 2021). On the one hand, the services offered by universities to address the needs of diversity-support students have increased with the goal of enabling them to play an active role and succeed in their academic trajectory (Banerjee, 2018; Cesarano et al., 2018; European Commission, 2022). Among these services, the provision of psychological counseling stands out in European universities to ensure the holistic development of students, offering both psychological and health-related counseling (European Commission, 2022).

On the other hand, specific actions have been implemented to respond to the needs of diversity-support students. The provision of tutorials is a widespread practice in universities as they positively impact the student's retention in the university (Nardacchione & Peconio, 2021). Tutorials are considered key actions because of the important role of teacher-tutors in addressing the needs of diverse students (European Commission, 2022). Linked to the tutor concept, mentorship programs are being implemented, especially to assist students with disabilities in acquiring skills for academic success, such as learning strategies (Stanwood & Mittiga, 2022). Another noteworthy action is focused on interpersonal counseling with the aim of ensuring that students with specific needs, whether temporary or permanent, succeed within the academic sphere (Cardinot & Flynn, 2022).

In summary, it is essential for universities to have personnel with specialized training to address the needs of both university students and the challenges they may face during their academic journey (Bishop, 2016). This is aligned with the Sustainable Development Goals (SDGs) of the 2030 agenda, as it helps reduce inequalities among students by offering quality education (UNESCO, 2016, 2023). Therefore, by implementing actions in the university to address the specific needs of students, it contributes to achieving SDGs 4 and 10 (UNESCO, 2023). Taking into account the SDGs, diversity support is approached from an inclusive perspective, grounded in equity, and enabling students to actively participate in the teaching-learning process (UNESCO, 2016).

In light of all the above, the research question is: What are the profiles of students addressed in diversity support by Spanish public universities? This leads us to define the general objective of this study, which is to understand the profiles of students framed in diversity support attended by Spanish public universities. This objective has been specified in the following specific objective linked to a research question: to develop a classification of the type of diversity addressed in Spanish public universities, what are the predominant categories and dimensions of diversity being addressed by Spanish public universities in their initiatives and diversity support programs?

This study is part of a broader research project aimed at identifying actions designed to address individual students through interviews. To achieve this, a semi-structured interview was designed as the data collection technique. The script development process comprised three phases. In the first phase, a review of reports, legislation, and scientific articles was conducted to understand what is being done in universities to address the diversity of students. In the second phase, areas of interest were identified, and the interview script was developed. In the third phase, the clarity and relevance of the questions were evaluated by two experts. Ultimately, the interview script consisted of four questions addressing the attention to different student profiles: a) students with neurodevelopmental disorders; b) students with physical or sensory disabilities; c) students with high abilities; and d) students with socio-economic/personal circumstances. Participants were selected through two phases. In the first phase, 4 participants were obtained from 4 Spanish public universities. In a second phase, a sample of n=20 Spanish public universities was obtained, resulting in a total of 29 interviews and 29 participants. Consequently, a total sample of 33 interviews from n=26 Spanish public universities was achieved. In each university, 1 to 3 experts participated. The sociodemographic profile of the participants includes experts working in disability services and equivalents. These experts have decades of experience in guidance services, with 9 participants having 1 to 10 years of experience, 13 with 10 to 20 years, and 11 with 20 to 30 years. Regarding their education, 19 have degrees in psychology or education, 6 in social sciences, 4 in humanities, and 3 in other fields. The interviews were conducted in 2023, lasting between 30 to 50 minutes, all conducted online. Three researchers, experts in the subject, participated in the interviews. The initial interviews were conducted jointly by the three researchers to ensure uniform procedures when conducted individually, aiming to guarantee the reliability and validity of the obtained data. The interviews were audio-recorded, and notes were taken for transcription once completed. The interviews were analysed using the MAXQDA 2022 software as an aid for content analysis. A content analysis was conducted, delineating initial categories according to the student typology. After coding the information, the frequency of each code's appearance was calculated. These categories were grouped into four clusters: Socio-economic/personal situations, physical or sensory disabilities, high abilities, and neurodevelopmental/psychological disorders.

Interviews results reveal diverse challenges and guidance needs among university students in the diversity framework. Interventions for physical or sensory disabilities or neurodevelopmental/psychological disorders are more developed than those for socio-economic/personal situations. Broadening student attention is advisable to ensure no one is unsupported. Main results are presented below, with reference to the number of interviews in which each typology of student was mentioned, represented with the letter n. Likewise, the main conclusions will be presented. Concerning students with socio-economic/personal situations (n=25), these individuals have needs that may not be initially diagnosable. These include balancing work and study (n=12) or dealing with bereavement (n=8). Primary guidance involves administrative and psychological support, recognising the complexity for the academic success. Students with physical or sensory disabilities (n=18) receive administrative and methodological support, including financial assistance and classroom adaptations. Mentoring and tutoring play crucial roles in aiding their adaptation to the university system. Students with high abilities (n=6) often lack specific attention, relying on disability services and seeking psychological support due to related circumstances or comorbidities. Specific programs for high-ability students are limited. In the realm of neurodevelopmental/psychological disorders (n=29), attention is more developed for specific disorders such as learning disorders (n=10), autism spectrum disorders (n=9) and anxiety (n=9). Prevalence highlights the need for personalized support services, considering individual complexity. Robust mental health services are crucial in the university, requiring integrated clinical and academic/social support strategies. In summary, the conclusions emphasize the urgency of adopting an inclusive and personalized approach in addressing diversity within universities, recognizing the unique characteristics of each student and ensuring an educational environment that promotes equity and academic success for all. Research subsidised by the Aid for University Teacher Training, granted by the Ministry of Universities (Order of 15 November 2021), Spain.

Banerjee, P. A. (2018). Widening Participation in Higher Education with a View to Implementing Institutional Change. Perspectives: Policy and Practice in Higher Education, 22, 75–81. https://doi.org/10.1080/13603108.2018.1441198 Bishop, J. B. (2016). A wish list for the advancement of university and college counseling centers. Journal of College Student Psychotherapy, 30(1), 15-22. https://doi.org/10.1080/87568225.2016.1105651 Cardinot, A., & Flynn, P. (2022). Rapid Evidence Assessment: Mentoring Interventions for/by Students with Disabilities at Third-Level Education. Education Sciences, 12(6), 384. https://doi.org/10.3390/educsci12060384 Cesarano, V. P., Capo, M., Papathanasiou, M., & Striano, M. (2018). Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skilss Relating to the Employability of Students with Disabilities. A first Meta-Analysis. In V. Boffo & M. Fedeli (eds.), Employability & Competences. Innovative Curricula for New Professions (pp. 327-340). Firenze University Press. https://cutt.ly/dL1p9cp Davis, M. T., Watts, G. W., & López, E. J. (2021). A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. Research in Autism Spectrum Disorders, 84(101769), 1-12. https://doi.org/10.1016/j.rasd.2021.101769 European Commission (2 de febrero de 2022). Eurydice. https://acortar.link/Dxvo0B Nardacchione, G., & Peconio G. (2021). Peer Tutoring and Scaffolding Principle for Inclusive Teaching. En P. Ponzio (eds.), Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives (pp. 181-200). https://dx.doi.org/10.7358/elem-2021-0102-nape Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (2016). Educación 2030: Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo Sostenible 4: Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656_spa Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (2023). Informe de los Objetivos de Desarrollo Sostenible 2023: Edición especial: Por un plan de rescate para las personas y el planeta. UNESCO. https://acortar.link/iX57Vc Ramos Santana, G., Pérez Carbonell, A., Chiva Sanchis, I., & Moral Mora, A., (2021). Validation of a scale of attention to diversity for university teachers. Educación XX1, 24(2), 121-142. https://doi. org/10.5944/educXX1.28518 Stanwood, J., & Mittiga, A. (2022). Faculty attitudes toward inclusive instruction: Then and now. New Directions for Teaching and Learning, 2022(172), 79-92. https://doi.org/10.1002/tl.20527 Vázquez Varela, E., Portela Pino, I., & Rodríguez, V. D. (2020). Attention to Diversity in Compulsory Secondary Education. European Journal of Investigation in Health, Psychology and Education, 10, 1176-1185. https://doi.org/10.3390/ejihpe10040082