Resilience in the face of exclusion: A qualitative case study on how students with disabilities adapt to campus life in resource-constrained universities.

BackgroundStudents with disabilities continue to face substantial barriers in accessing and participating fully in higher education, particularly within resource-constrained institutions where inclusive infrastructure and support services are limited. Understanding how these students navigate such environments is critical for informing inclusive practice. MethodsA qualitative case study design was employed at a South African university of technology. Purposive sampling was used to recruit 18 participants, comprising 12 students with disabilities, 3 academic staff members, and 3 student support personnel. The student participants included 7 females and 5 males, aged between 19 and 32 years, with physical, visual, and hearing impairments. Data were collected through semi-structured individual interviews and focus group discussions. Thematic analysis was conducted following Braun and Clarke’s framework. Credibility was enhanced through peer debriefing and member checking. ResultsFour major themes emerged. Structural barriers and inaccessibility were evident through inadequate physical infrastructure and limited access to learning materials. Social exclusion and stigma manifested in experiences of isolation and misunderstanding from peers and staff. Personal agency and resilience were demonstrated as students adopted coping strategies such as audio-recording lectures, negotiating informal accommodations, and forming peer support networks. The theme of limited institutional support reflected gaps in policy implementation, with staff citing budgetary constraints and limited institutional prioritisation of disability services. Despite these challenges, students displayed strong determination and adaptive capacity, relying heavily on peer-based support. ConclusionWhile students with disabilities in resource-constrained universities demonstrate notable resilience, systemic barriers continue to undermine equitable participation. Reliance on individual coping strategies alone is insufficient to achieve meaningful inclusion. RecommendationsUniversities should prioritise low-cost inclusive interventions, including disability awareness training, accessible learning materials, clear signage, and structured peer mentorship programmes to strengthen institutional support for students with disabilities.