Help South Asian disabled students navigate higher education

South Asian students make up a third of all international students in the UK, according to 2024 data. Navigating an unfamiliar culture can be challenging enough, but disabled students face a much more complex journey, having to deal with stigma and support systems that weren’t designed for their needs.

UK universities often highlight their strong disability support services, and many do important work in this area. Yet for South Asian disabled international students, support can still feel fragmented or misunderstood. What is missing is not always funding or technology, but cultural awareness, flexibility and listening.

• Move beyond one-size-fits-all education for international students
• How to confront bias about international students
• How to build inclusion into a transnational campus from day one

Here, we’ll look at how universities can better support South Asian disabled international students – and why culturally sensitive approaches can lead to more effective and empowering outcomes.

Why cultural sensitivity matters in disability support

Of full-time undergraduates in the UK, 20 per cent have “at least one disability”, according to data from the Office for Students. South Asian students come from different countries, religions and family structures – they are not a single, uniform group – but often they will share cultural experiences that shape their understanding of disability. For example:

• Disability may be viewed as a private family matter rather than something to disclose publicly
• Mental health challenges may be minimised or misunderstood because of stigma
• Families may play a major role in decision-making, even at postgraduate level.

When university disability services overlook these factors, students can feel judged or dismissed rather than supported. Several South Asian disabled students interviewed during our research project in 2024 described feeling confident about studying in the UK, yet unprepared for how “culturally narrow” disability services felt once they arrived.

For an example of how to do it right, the University of Leeds’ student medical practice is accessible to disabled students and provides key documents in multiple languages, including Chinese, Japanese, Greek, Arabic and Spanish. Measures such as these help disabled international students to navigate healthcare and university systems more confidently, showing a culturally inclusive approach to support.

That does not mean lowering standards or offering special treatment. It means recognising context and adapting support so students can access it fully and confidently.

Language, communication and access

One simple but powerful improvement is communication. Many South Asian students speak English as a second language. Even those with strong academic English can struggle with fast-paced verbal explanations or unfamiliar terms, especially when filling out important forms.

Make a meaningful difference by:

• Offering clear, plain-English guides to disability support
• Providing translated summaries or key information in languages such as Hindi, Urdu, Bengali or Tamil
• Using visual guides or short videos explaining how to apply for adjustments or counselling.

These changes cost very little but can make a huge difference. When students understand the system, they are far more likely to use it. Some supervisors kindly provide slides, reading lists or key terminology ahead of lectures, which helps international students to better prepare for fast-paced English lectures and unfamiliar academic terminology.

The hidden stress of proving disability

A major challenge for disabled international students is documentation, along with long waiting times. Their home country documents might not align with UK requirements or may have to be translated. For example, government-issued certificates from India or Sri Lanka are not always immediately recognised by UK disability services.

Instead, take practical steps such as offering temporary or provisional adjustments while documentation is reviewed. Explain documentation requirements before students arrive, and support translation and verification processes rather than leaving students to manage alone.

Flexibility at this stage can prevent long-term academic and emotional consequences.

Awareness campaigns that actually work

Support does not stop with disability offices. A truly inclusive university culture requires awareness across the whole institution.

Effective disability awareness campaigns can reduce stigma among peers, encourage disclosure in safe, respectful ways, and build empathy.

Successful initiatives includes student-led storytelling events where disabled students share experiences, inclusive campaigns during welcome weeks and visual materials that reflect diverse ethnic and cultural identities.

What makes a real difference in practice

Feedback from students and research findings consistently point to the same practical solutions:

• Train staff in cultural awareness alongside disability training
• Ask students what works for them instead of assuming
• Involve families where appropriate, with student consent
• Normalise conversations about disability and mental health
• Treat flexibility as good practice, not an exception.

These steps help students to feel seen as whole people, not just as cases to be managed. Staff might worry about lacking the time, confidence or skills to implement culturally sensitive or flexible support, but they don’t need to make huge changes. Small, thoughtful adjustments, such as asking students what works for them or providing materials in advance, can still significantly improve students’ experiences.

Moving from support to belonging

Creating a better university experience for South Asian disabled international students doesn’t require expensive systems or advanced technology. It requires empathy, awareness and a willingness to listen. Institutions can review policies to ensure that they are culturally sensitive and flexible. When students feel their experiences and identities are acknowledged, disability support becomes a shared responsibility, fostering belonging and benefiting the entire university community.

Nirma Jayawardena is assistant professor of marketing at the University of Bradford; Isuru Koswatte is assistant professor in business management at the University of the West of Scotland; Christian Harrison is professor of leadership and enterprise at Greater Manchester Business School at the University of Bolton; Sabiha Mumtaz is assistant professor at the University of Wollongong; and Udani Dilrangi is lecturer in business management at Edith Cowan University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.