Keywords: Stress, disability, accessibility, inclusion, higher education

Internationally, students in higher education experience high levels of stress during their studies, which can impact their mental and physical health and affect academic achievement (Pascoe et al., 2020). Research in Australia (Hitches et al., 2023) and Canada (Ardell et al., 2016) suggests that students with accessibility requirements and/or disability (ARD) may experience even higher stress than their peers without ARD, and this occurs whether or not students receive academic accommodations from their institution. At this time, we do not understand why, nor the academic stressors these students are experiencing after the height of the COVID-19 pandemic. Indeed, internationally, very little is known overall about the experiences of the ‘hidden population’ of students with ARD who have not sought formal support and are not academically accommodated by their institution, and who likely have differing experiences to those who do (Grimes et al., 2017; Hitches et al., 2023). The differing levels of stress experienced by those with and without ARD, which can impact wellbeing and academic performance (Pascoe et al., 2020), indicates that stress is currently a hidden barrier to equity and true inclusion in higher education, with the potential of further disadvantaging a population who already faces unnecessary barriers in their educational journeys. Understanding the stressors these students experience in comparison to their peers, and seeking to unpack differences between students who are and are not formally accommodated by their institution, may provide insight into the malleable or unnecessary stressors which institutions can reduce.

This study draws upon Lazarus and Folkman’s (1987) Transactional Model of Stress and Coping, understanding that whether or not a student experiences stress depends upon their assessment of the demand or threat, and the resources available to cope. Stress specific to educational experiences is termed “academic stress”, and students may experience this in relation to areas such as learning, workload, assessment, achievement, academic expectations and self-perceptions, managing study alongside other commitments like work and family, and navigating college/university life (see Pascoe et al., 2020; Zajacova et al., 2005). However, for some students, including those with ARD who have not sought formal support, the specific stressors they experience are unknown.

This study took a mixed-methods approach to understand differences in the level of students’ academic stress and listen to the experiences which contribute to this. From initial analyses, it appears students’ discussion of the impacts of high stress will convey that in addition to the numerous accessibility barriers these students face, stress may be another, perhaps more hidden and underexplored barrier affecting equity in higher education which institutions internationally should explore.

Research Questions:

(1)     What contributes to students’ academic stress since the onset of the COVID-19 pandemic?

i)          What level of academic stress are students experiencing overall?

ii)        What level of academic stress are students experiencing across the specific factors of academic performance inside of class, academic performance outside of class, interacting at university, and managing work, family and their studies?

iii)      What academic stressors are students encountering?

iv)      What is the impact of this stress on students?

v)        How does iv) compare with academic stressors identified in the literature prior to COVID-19?

(2)     How does (1) compare between students with ARD who have and have not received university support?

(3)     How does (1) compare between students with and without ARD?

Overview This study took a mixed-methods approach to understand differences in the level of students’ academic stress and listen to the experiences which contribute to this and the impact. Participants Across Australia, there were 393 Higher Education students with ARD (n = 284) and without ARD (n = 100); 9 did not specify. There were 302 females, 64 males, 23 identified as a range of other genders, 4 did not specify. Instrument A questionnaire was deemed appropriate as it enables participants to engage in research in a time, place, and pace that best suits their needs (see Baatard, 2012), providing more equitable opportunities for students with ARD to participate (see Dryer et al., 2016). A web-based survey enabled accessibility for screen-reader software or keyboard navigation (Baatard, 2012). The format enabled anonymous responses, considering students with ARD who feel uncomfortable disclosing to their institution can be wary of engaging in research (see Osborne, 2019). As such, the needs of participants were balanced with the objective of obtaining rich data from a diversity of perspectives. In addition to demographic questions, students were asked whether they have registered with accessibility or wellbeing services. Academic stress was rated against the 27 items of the psychometrically sound (see Hitches et al., 2023) Academic Stress scale (Zajacova et al., 2005). Open-response questions asked what contributes to academic stress and the impacts of this. Procedure Approval was sought from the relevant human research ethics committee. The surveys were piloted and refined to ensure an inclusive participation experience (article forthcoming, 2025). Surveys were then distributed to higher education institutions across Australia via external bodies such as the Australian Disability Clearinghouse on Education and Training, and internal bodies such as convenors, support services, and student communities. This study intentionally broadened the typical sampling criteria and recruitment pathways for students with ARD (see Kutscher & Tuckwiller, 2019; Osborne, 2019) to ensure the often unheard voices of unaccommodated students were included. Analysis Plan Data were downloaded into an Excel spreadsheet, cleaned, and bots and fraudulent responses removed (Hitches et al., 2024). Quantitative data is being analysed first through descriptive statistics to provide an overview of the sample, and then through inferential statistics via regression analyses to understand differences in stress across demographics (see Johnsen & Christensen, 2017). Qualitative data is being analysed through an inductive reflexive thematic analysis approach enabling new and often unanticipated insights (Braun & Clarke, 2021; Johnson & Christensen, 2017).

Previous research in Australia and Canada has identified that students with ARD experience higher stress than their peers, but that stress levels between students with ARD who are accommodated by accessibility and wellbeing services are still statistically similar to those unaccommodated in higher education (Hitches et al., Ardel 2016). We predict this result may remain or have been exacerbated since the COVID-19 pandemic. Regarding the causes of this stress, initial exploration indicates that students with and without ARD share some similar stressors, include increasing financial pressures in our current climate, and challenges balancing work, family and study. However, there are indications that in addition to this, students with ARD experience numerous additional unnecessary stressors relating to barriers to the accessibility and inclusivity of higher education. Differences between those who are experiencing their degree with accommodations, and those who are going without, will be deeply examined. It is expected that those who are unaccommodated may experience additional barriers during their studies. It is expected that students’ discussion of the impacts of this stress will convey that in addition to the numerous accessibility barriers these students face, stress may be another, perhaps more hidden and underexplored barrier affecting equity in higher education which institutions internationally should explore.

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