Students at an adjacent public research university are protesting and trying tuition. They’re very upset with the rollback of the Special Education Support Act. The changes have created fears of added mental strain and confusion about what they are entitled to. Reports from BBC News highlight the experiences of several students, including George Butler, a 19-year-old civil engineering student and student representative, who articulated the impact these changes have had on disabled students.
George Butler emphasized that the recent modifications have resulted in “a lot more mental stress for disabled students.” He lamented that he wished the changes had been communicated at the open house. Had he done so, he probably wouldn’t have chosen the university he’s attending now. His opinion highlights an increasing concern among the student body about the university’s protective structures.
Sonja Brown, a 58-year-old master’s student in international tourism and hospitality, echoed Butler’s sentiments. After losing support in the past while in her undergraduate studies, she called it “stressful and frustrating.” Brown reflected on her experience, stating, “I came back in September 2024 to find I still have my support plan but not my extensions, because they want to make it a level playing field.” This feeling illustrates a widespread frustration among students as they struggle to find support for their needs.
James Earnes, 28, a current student and founder of a student support group, shared his testimony. He pointed out that the university has yet to issue a formal policy on support entitlements, stating, “To date, the university has not issued a formal policy or public statement clarifying the current position on support entitlements.” Unfortunately, the failure to mandate any clear lines of communication has understandably left many students confused about their rights and resources.
These adjustments put into place by the university are intended to create a more uniform and consistent baseline of support. For most students, this punitive approach is actually harmful. Brown articulated her frustration further: “It’s stressful and frustrating that we weren’t considered. I feel like I’m a second-class citizen and that they couldn’t speak to me and get my point of view.” Her comments paint the picture of an official who, indeed, is deeply concerned. She’s concerned that the administration is failing to center the voices of disabled students in its policy-making.
In response to these concerns, a university spokesperson stated, “The university has not removed any support for its students with disabilities. Historically we applied a blanket approach whereas now we are improving our support and providing a bespoke service which aims to ensure each student has what they need to thrive.” We hope this unambiguous declaration helps continue to comfort students that their needs are still the top priority, even through the pivoting struggle of the fall semester.
Earnes reassured advocates that important opportunities still exist for students with disabilities. He noted that “the option of providing extensions to deadlines or extra time in exams remains for those students with a disability for whom this is an appropriate support mechanism.” Instead, the confusion around these choices still plays a role in stressing out students.
As students adapt to these policies, the common denominator of increased stress comes through again. Butler emphasized this point by stating, “It just means more stress for us. If I had known about the changes at the open day, I would have considered going to another university.” His observations shine a bright light on the need for clear and simple communication from institutions of higher education.
