Mental Health and Wellbeing of Students with Disabilities
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 1 January 2026 | Viewed by 23
Special Issue Editors
2. Department of Occupational Science and Occupational Therapy, University College Cork, T12 AK54 Cork, Ireland
Interests: mental health; autism; higher education and disability
2. Discipline of Occupational Therapy, University of Dublin, Trinity College, D08 W9RT Dublin, Ireland
Interests: wellbeing in students; mental health and higher education; early onset psychosis; youth mental health
Interests: early intervention in psychosis; cognition and social recovery in psychosis; youth mental health; cognitive behavioural therapy; implementation science
Special Issue Information
Dear Colleagues,
Being a student is generally regarded as a positive stage in one’s life, as students are viewed as representing hope and potential for the development of society. Being a student is also often viewed as an exciting time in one’s life, full of opportunities for new experiences and learning. Higher education can be seen as a place where students learn to balance social, leisure, and daily living activities with academic pursuits (Lewis, 2021). This view of the student experience as a traditional period of transition and first experiences—such as moving out of the family home and gaining autonomy over one’s use of time and educational engagement—is evolving. Contemporary global social, political, and economic challenges are altering student life.
The student experience, in past and present contexts, can be daunting and challenging for some, especially for those with disabilities (Lewis 2021). There has been an exponential rise in the number of students registering with disability support services in higher education (AHEAD, 2024). In parallel, there is ongoing international discussion about the rise in young people self-diagnosing mental health or neurodevelopmental conditions (Foster & Ellis, 2024). Support focusing on mental health and wellbeing, along with reasonable accommodations, has been put in place in many higher education institutions to enable students’ academic progression, integration, and flourishing. However, what constitutes reasonable adjustments is still under debate and varies from one institution to another. This Special Issue intends to address this divide, examine the research in this area, and make suggestions about how mental health and wellbeing approaches have enabled individuals to succeed.
We invite contributions from a range of disciplines that advance knowledge, translate science into practice, and promote the participation, health, and wellbeing of students in higher education. Both original research and reviews are welcome, and practice analyses may be considered.
Association on Higher Education And Disability (AHEAD). (2024). Unlocking Potential Everywhere. https://www.ahead.ie/userfiles/files/shop/free/Unlocking%20Potential%20Everywhere%20-%20AHEAD%20Priorities%20for%20New%20Government.pdf
Foster, A., & Ellis, N. (2024). TikTok-inspired self-diagnosis and its implications for educational psychology practice. Educational Psychology in Practice, 40 (4), 491–508. https://doi.org/10.1080/02667363.2024.2409451
Lewis, K. (2021) An Investigation into the Effectiveness of an Occupation-Focused Self-Management Program for College Students experiencing Mental Health Difficulties. Ph.D. Thesis TCD.
Dr. Clodagh Nolan
Dr. Eithne Hunt
Dr. Emma Frawley
Guest Editors
Manuscript Submission Information
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Keywords
- higher education
- disability
- autism
- mental health
- wellbeing
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