Best Practice

Mentoring Disabled College Students

Mentorship plays a critical role in the success of disabled students—supporting not only their academic journey but also their personal growth and career development.

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The image shows two individuals standing side by side against a solid light blue circular background representing a mentoring pair. The man on the left is wearing a black polo shirt and navy blue pants, along with glasses. Their arms are casually placed behind them. The young woman on the right is smiling and wearing a black and white plaid shirt paired with a maroon skirt. They are holding a leash attached to a yellow Labrador retriever, located in the foreground. The guide dog is looking to its left and wears a harness.

Mentorship Pair: North Cooc, PhD, Faculty Cadre, Lily Alvarez, Student Fellow, and Yumi, Guide Dog

Data point and impact

From the Disabled Student Survey: Half of respondents had disabilities diagnosed in college, and over half identify mental health as a concern. At the same time as learning about their own disabilities – often multiple –  students are also new to navigating higher education, requesting accommodations, and preparing for their future careers.

Disclosure

You may be one of the first people that a disabled student discloses to. This kind of sharing requires trust and safety – and it is a difficult decision for many students. Be aware of the reasons why a student shares their disability with you and the potential issues around confidentiality. 

The power of quality mentorship

Mentorship creates meaningful learning experiences for disabled students. Faculty mentors are arguably the most crucial link between disabled students and approaches that can combat the negative effects of accessibility barriers.

It takes a village 

There are few faculty with disclosed disabilities on campus, reducing the transparency of disability and faculty as a resource for disabled undergraduate students. This means that all educators need to be prepared to mentor students with disabilities. 

Why relational mentorship is important

Relational mentoring is more than just giving advice or help with tasks. It’s a two-way connection where both the mentor and mentee learn from each other, offer support, and grow together—personally and professionally. It’s about building a relationship that supports success at every stage of a mentees career journey (Ragins & Verbos, 2007). 

Tips for relational mentoring with disabled students:

1

Learn and ask questions about student experiences.

Truly listen. Watch for the temptation to jump ahead and solve issues. This is the time to be present.
2

Do your homework.

Topics related to ableism and barriers are often present for students with disabilities in postsecondary education. Awareness is the first step!
3

Share your own experiences.

Especially where you have felt vulnerable or have faced barriers to our own work. Bring your own challenges to conversations and seek input from your mentee.
4

Think about your role in advocating for accessibility within your department, college, or with your colleagues.

Where can you have meaningful conversations about ways your peers can be proactively accessible in their teaching and training? This is especially important related to flexibility around timelines and locations of classroom activities.
5

Learn about resources at your institution.

Your institution may offer a circle of support for your mentee. This could include information technology, career planning, tutoring, mental health offices – as well as accommodations and accessibility support.
6

Focus on social capital.

Networking opportunities and expanding the number and sources of mentorship that can support students now and in the future. Be aware that extra scaffolding (e.g., sending the initial email and response) may be needed.
A professional headshot of a man with curly brown hair and a beard. He is wearing a blue plaid blazer with a white dress shirt underneath. The man is facing forward with a slight smile. The background is a solid, muted blue color.

Mentorship at the National Disability Center has been an incredible journey of collaboration and growth. I had the privilege of guiding other students as they built skills and confidence to reach their goals. Watching them thrive and knowing I played a part in their success has been both inspiring and deeply rewarding. Now, I continue this mentorship journey by contributing research that supports the success and inclusion of disabled students in higher education.

– Ryan A. Mata, PhD,  Doctoral Research Affiliate

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