Disabled Students’ Allowance Reform: One Year On

In the over 50 years since the Disabled Students’ Allowance was first introduced, it has made university a possibility for hundreds and thousands of disabled students who would otherwise have been excluded. 

The system is designed to level the playing field, mitigating the physical and attitudinal barriers presented to disabled students. But many say the recent reforms have turned a mechanism of support into one of frustration. 

It’s been a year since the new service model was introduced by the Student Loans Company (SLC) in February 2024. What is the reality of DSA support for disabled and neurodiverse students attempting to equitably access their education?

Understanding the delays

The delays plaguing the DSA are nothing new. But WONKHE’s investigation from November 2024 has exposed escalating delays at every step of the process; delays that leave students unsupported, underserved, and- at times- unable to continue with their education.

As WONKHE reveals, the average time for the DSA process is twenty working weeks. Twenty weeks between submitting their application and beginning to receive their support. That means:

• Nearly two full terms
• Two-thirds of an academic year
• One fifth of the total teaching time for their degree (if they’re on a three year course).

If a disabled or neurodivergent student has to wait 20 working weeks for DSA support, they may spend most of their first year without critical adjustments. They’ll miss opportunities to engage academically, succeed in their studies and- just as importantly- enjoy life as a university student.

The human impact of delays

What happens if a system designed to remove barriers ends up exacerbating them?

We speak to hundreds of disabled students every day and have witnessed a growing trend of students feeling like they’re facing insurmountable barriers due to DSA delays, including:

• Falling behind. Starting university without assistive technology, mental health support, or funded travel doesn’t just mean a delay. University study moves at speed, and lost time is lost potential. 
• Financial burden. DSA funds crucial support- things students can’t wait two terms to access. Many students are paying out of pocket for the tools they need, deepening inequity at university.
• Mental health crises. Navigating university as a disabled student is tough enough without the added stress of unanswered emails and unfulfilled support needs. Students are directly feeling the pressures of the system. 

At D&A, our Operations team speak to hundreds of students on the phone every week. Head of Operations, Molly Jones, shared her insights into the real consequences of DSA delays:

“In my years of personal and professional experience in the DSA sector, I’ve seen the DSA thrive, and I’ve seen it fail. For many disabled students, it’s the key to accessing university; every day, we get to witness students’ joy when the services they access enable them to reach their goals at university. 

Yet, after years of growth in student access, the last year has seen a sharp decline. Students, universities, and non-medical helpers alike are pleading for support. Some students are even offering to pay out of pocket, exhausted from fighting through university without DSA support. 

The most devastating failure of the delays is that students have to wait so long, and navigate so many hurdles, that by the time they do access the support, it’s often too late to make a meaningful impact on the outcome of their studies.”

What can we do?

The good news is there’s a complete consensus on the need for improvement. SLC are committing to building capacity and prioritising students, aiming to lower the end-to-end wait time. But, in the meantime, we need to mobilise to ensure students don’t fall through the cracks.

If you’re working in a HEI student support team, you have the power to act now. Securing interim support for your students means bridging the gap and ensuring all students have what they need to thrive. The benefits are tangible; students who feel supported are more likely to engage in university life, excel in their studies and report satisfaction with their institution (check out London South Bank University’s case study!). 

“The system is struggling, but the impact is most felt by students whose universities are facing increased pressure to bridge the gap.”

Says Emily Brown, Operations Lead at D&A.

“But, when students finally reach Diversity and Ability, their relief is immediate. They find understanding, lived experience, and support that is built around their individual needs. We know, because we hear it every day – from students, from disability advisors, and from university staff trying to navigate a system that no longer works as it should.”

If you want to ensure none of your students are left behind, reach out to us.