Exploring the experiences of students with physical disabilities at a university in KwaZulu-Natal, South Africa

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Background The South African Constitution recognizes equal access to education as a fundamental human right for all individuals. However, despite progressive legislative frameworks, students with physical disabilities continue to face infrastructural, attitudinal, and systemic barriers that hinder full participation in higher education institutions. Aim This study explored the lived experiences of students with physical disabilities at a university in KwaZulu-Natal. Methods This study employed a phenomenological qualitative study design using semi-structured interviews to explore the lived experiences of students with physical disabilities at a university in KwaZulu-Natal. Purposive sampling was used to recruit eight participants across different colleges, who shared their in-depth perspectives and experiences through in-person and virtual interviews. Data were analysed thematically. Results Seven main themes emerged from the data. These include: (1) inadequate and misaligned accessibility to campus infrastructure, (2) stakeholder influence on the lack of an adequate, accommodating environment, (3) inaccessible and insufficient transport services, (4) inconsistencies and gaps in disability support services, (5) attitudinal barriers, (6) positive peer interactions and social inclusion, and (7) student-driven future recommendations. Conclusion The findings highlight that while peer support fosters a sense of belonging, systemic barriers persist. These findings underscore the need for proactive, consultative, and equity-driven approaches that prioritize universal design, stakeholder accountability, and the meaningful inclusion of students with physical disabilities in decision-making processes. Contribution The findings underscore the need for alignment between policy and practice through student consultation in decision-making and enhancing stakeholder awareness of students’ grievances.

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