Abstract
The attendance of students with psychiatric disabilities has significantly increased over recent decades and these students represent the largest group of students with disabilities across college campuses (Madaus, 2011). It is important for higher education administrators and student affairs professionals to understand the experiences of students with psychiatric disabilities in order to better support their academic and social engagement in higher education. Further analysis of research related to the student experience reveals issues faced by students with psychiatric disabilities and the coping techniques used to navigate through college. The purpose of this paper is to bring forth recommendations for postsecondary institutions that provide insights on how to better support the academic and social engagement of students with psychiatric disabilities. Recommendations for postsecondary institutions include: Promoting an inclusive environment, Awareness and action training, Simplifying the process of seeking and receiving accommodations, and Ongoing research on strategies for creating better supports.
Recommended Citation
Haitova, Nizoramo M.; Rivers, Asia; and Bau, Andrea E.
(2017)
"Academic and Social Engagement of Students with Psychiatric Disabilities,"
The Hilltop Review: Vol. 9:
Iss.
2, Article 7.
Available at:
https://scholarworks.wmich.edu/hilltopreview/vol9/iss2/7
Academic and Social Engagement of Students with Psychiatric Disabilities
