Reducing Stress for Higher Education Students With Accessibility Requirements and/or Disability: A Systematic Review

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  In Virtual iPresentation Only: SIG-Stress, Coping, and Resilience Virtual Poster Session

Abstract

The stress experienced by higher education students with accessibility requirements and/or disability has implications for their learning, achievement, and health. This systematic literature review explored stress reduction interventions trialed with students with accessibility requirements and/or disability from 2011 through 2021. A total of 3,772 articles were identified through Academic Search Primer, Education Research Complete, Psychology and Behaviour Sciences, and CINAHL. Twenty-three articles were eligible for inclusion. Few articles focused primarily on stress reduction. Furthermore, a limited number of interventions were trialed with students with physical disability, chronic health conditions or specific learning difficulties. Where stress reducing interventions can positively impact students’ experiences and support educational equity, it is necessary these are designed to cater to the diversity of student cohorts.

Authors

• Elizabeth Hitches, University of Queensland

• Melissa Johnstone, University of Queensland

• Dean A. Dudley, Macquarie University

• Stuart Woodcock, Griffith University