Report | What works to reduce equality gaps for disabled students

_{16 February 2023}

Summary

The last decade has seen a significant growth in the disabled population in post-secondary education in the UK, and at the same time there has been an increase in supportive legislation and funding for disabled students, enhanced provision for students with disabilities within mainstream schooling, and technological innovation to improve disabled students’ access and participation in higher education. 

However, disabled students experience various inequalities in higher education: from entry or access, during their student experience, and in terms of labour market outcomes. Disabled students remain under-represented at the point of entry and are often less satisfied with their higher education experiences.

TASO commissioned the University of Lincoln to carry out an evidence review on what works to reduce equality gaps for disabled students. This report is a summary of that evidence review.

The evidence review assessed over 400 articles, along with 83 expert reports and a series of consultations with experts, and an analysis of the Office for Students’ dashboard and 68 Access and Participation Plans.

The review found limited causal evidence on what works to address disability inequality, but a large number of studies reviewed offered promising and developing practice that could improve disability inclusion. 

This summary report focuses on the evidence from the wider research related to interventions. It also outlines the considerations raised by expert reports and interviews, which highlight research and intervention areas that call for greater attention and development.

Read the report