Beyond Compliance: A Systematic Review of Institutional Barriers and Supports for College Students with Invisible Disabilities

Abstract

Higher education in the United States has long struggled to develop policies that effectively support underrepresented students' access, retention, and graduation. Institutions have largely overlooked students with invisible disabilities in their policies and research, even though 11% of students report having a hidden disability. While researchers have extensively studied physical accessibility, they have not adequately addressed the accommodation needs of students with invisible disabilities. This study conducts a systematic literature review and thematic analysis to identify the key barriers that prevent these students from seeking or utilizing accommodations. Four critical challenges emerge: (a) social stigma, (b) faculty attitudes, knowledge, and awareness, (c) lack of self-awareness and knowledge, and (d) socioeconomic status. To address these issues, institutions must move beyond reactive accommodations and implement Universal Design for Learning (UDL), faculty training programs, social awareness initiatives, and expanded research on invisible disabilities. Rather than treating these students as an isolated group, universities must foster a culture of inclusivity that ensures equitable access to education. By shifting institutional priorities toward proactive and systemic change, higher education can create environments where all students, regardless of disability status, feel a sense of belonging and have the resources to succeed academically and socially.