Equitable learning for students with invisible disabilities in higher education: Voice, systems, and institutional change
As the first comprehensive national investigation to connect student experience, staff capacity and institutional systems, this research provides critical new evidence about how universities can move beyond fragmented and reactive approaches to accessibility.
Funded by the Australian Centre for Student Equity and Success (ACSES), the study draws on large-scale surveys, interviews, focus groups and co-design workshops conducted across the Australian higher education sector. It identifies the systemic barriers that continue to shape student participation and success and outlines a clear pathway towards more inclusive, effective and accountable institutional practice. (E Dungavell, C Mollica, P Y S Chow, F McGaughey, A Maguire, and C Walton) (October 2026)