Posted 19 January 2026

Disability Services in Higher Education (HE) are operating in an environment of unprecedented change. HE providers have seen a significant increase in the number of students sharing information about disability. Alongside this growth has come a marked rise in the complexity of student needs and, understandably, higher expectations of what support should look like. While this reflects positive progress in access and awareness, it also presents real challenges for services striving to deliver equitable, timely and effective support. This has formed much of the discussion of the Go Higher West Yorkshire (GHWY) Disabled Students Network over the past few months.  

One of the most visible pressures for HE providers in our region is scale. Disability services are supporting more students, often with staffing and resources that have not increased at the same pace. Students are also arriving at HE providers with a broader range of diagnoses, including multiple co-occurring conditions such as mental health difficulties, neurodivergence, long-term health conditions and sensory impairments. These complexities require more nuanced conversations, tailored adjustments and ongoing review, rather than one-off interventions.  

At the same time, student expectations have evolved. Many students come to HE having received highly structured support at school or college and anticipate a similar level of individualised provision in higher education. However, the higher education model is fundamentally different, emphasising independence, self-advocacy and shared responsibility. Bridging the gap between what students expect and what services can realistically provide is an ongoing challenge and one that requires clear communication and consistency. 

One focus for discussion within the Network with regard to the above challenges was how to support our providers to effectively navigate reasonable adjustments alongside the maintenance of competence standards in assessment. A colleague delivered a great presentation about steps taken in their university around joint work between academics and Disability Service staff to find proactive and positive steps to take to achieve the right balance.  

An additional and often emotionally charged aspect of disability support identified by the network involves parents, carers, friends and supporters who have often played a central role in advocating for a disabled student throughout their education prior to attending HE. When a student turns 18, however, legal and ethical boundaries change. Disability services must work directly with the student, and information cannot be shared without their consent. For families who have navigated complex systems for years, this shift can feel sudden, confusing and even distressing. 

In response, the GHWY Disabled Students Network is embarking on a piece of work designed to offer advice and guidance to parents, friends and supporters of disabled students. The aim is to help them understand the higher education context, the role of disability services and how they can continue to provide meaningful support without speaking on the student’s behalf. This includes exploring ways to encourage independence, build confidence in self-advocacy and maintain supportive relationships while respecting a student’s autonomy. 

Many supporters have spent years ensuring adjustments were in place, attending meetings and challenging decisions to secure the best outcomes for their child, relative or friend. Letting go of that advocacy role can feel like a loss, even when it is the right step for the student’s growth. Acknowledging this emotional reality is essential if guidance is to be both practical and compassionate. 

 

Simon Morris (University of Leeds) and Jo Mitchell (University of Huddersfield), Co-Chairs of GHWY Disabled Students Network