How does the university meet the diverse needs of students with hidden disability? In this
qualitative case study, an exploration has been undertaken to capture the experiences of
university students with hidden disability and the academic staff who support them. Semi
structured, face to face interviews were used to engage with eight university students who
self-identify as disabled or having a hidden disability. Eight university academic staff who all
work with students with hidden disability were also involved in this study. All of the student
and academic participants had the opportunity to share their experiences of the university’s
teaching and learning environments, both inside and outside of the classroom. The data
was examined through an interpretivist lens and analysed thematically. The interviews
revealed that students felt most supported when they are taught by staff with whom they
were able to establish trusting relationships. Students also reported that flexibility regarding
assessments and attendance were important to their academic success. Academic staff
members stated that they felt underqualified and under resourced to effectively support
students with disability in their classrooms. Staff relied on informal networks created by the
teaching team and external formal services to provide direction and strategies to support
students with hidden disability. Additional research is required to gain further insights into
the diverse academic experiences of students with hidden disability as this is a
heterogeneous group. Streamlined formal supports are recommended to meet the needs of
the growing number of students with disability and additional professional development
opportunities exploring universal design for learning need to be offered to all university
staff in order for inclusive teaching practices to be implemented in the classroom and across
the university at large.