Higher stress, supported less? A systematic review of stress reducing interventions involving higher education students with accessibility requirements and/or disability
In their systematic review, Elizabeth Hitches, Melissa Johnstone, Dean Dudley, Stuart Woodcock and Mark Robinson examined stress-reduction interventions for higher education students with accessibility requirements and/or disability between 2011 and mid-2025. Their review identified 25 eligible studies, revealing that most interventions focused on helping individual students manage stress through skill development or specific activities, while few addressed stress reduction as a primary outcome. The authors also found limited evidence regarding the accessibility and inclusiveness of these interventions, particularly for students with physical disability, chronic health conditions, and specific learning difficulties. Notably, no interventions targeted academic or institutional stressors within the educational environment. Hitches and colleagues highlight the need for future research to explore systemic approaches that reduce academic stressors and ensure interventions are accessible and inclusive for a broader range of students. (October 2026)