"Rooted in ableism:" an embedded mixed methods study of disability disclosure on a university campus

Disabled higher education students are more likely to experience academic failure and lower rates of graduation. Disability disclosure is often required to receive supports associated with academic success. Disabled students at a large urban university in the United States (U.S.) responded to an online mixed methods needs assessment survey. Participants more likely to disclose disability were older, had received K-12 special education services, had needs not exclusive to mental health, had difficulty with a sense of belonging on campus and endorsed peer support as helpful to them. Qualitative analysis indicated disabled students considered self-advocacy and empowerment, needed supports, and anticipated stigma experiences when faced with disability disclosure decisions. Recommendations are made regarding campus culture, accessibility to supports and promoting overall higher education functioning for disabled students on a U.S. university campus.