Abstract

Students with disabilities face additional challenges in maintaining a sense of belonging at university, due to structural barriers. An emergent theoretical model has proposed that self-advocacy, social relationships and mastery of the student role may be important factors for sense of belonging among students with disabilities. However, the utility of this model is yet to be quantitatively tested. The present study thus aimed to investigate how these variables may predict sense of belonging in students with disabilities. Further, given how previous literature has emphasised the importance of university accessibility in predicting belonging amongst students with disabilities, we also included perceptions of accessibility as a predictor variable. In a sample of 84 UK undergraduates who self-identified as having a disability, we found that perceptions of accessibility significantly positively predicted feelings of belonging at university, such that students who felt their university campus and course was more accessible felt stronger feelings of belongingness. However, counter to our hypotheses, measures of self-advocacy, social relationships and mastery of the student role did not significantly predict belonging. Recommendations for Page 2 of 2 future research are discussed, including measures to improve accessibility and belonging at university and the need for a generalisable measurement of accessibility amongst students with disability.