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ORCID
https://orcid.org/0009-0003-4930-7783
Date of Graduation
5-14-2026
Semester of Graduation
Spring
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
First Advisor
Caitlyn Owens
Second Advisor
Cara Meixner
Third Advisor
Kelly Atwood
Fourth Advisor
Liliokanaio Peaslee
Abstract
Accommodation and support services are essential for fostering academic achievement and positive well-being among college students with disabilities, yet many students delay or avoid seeking support. The present study used an explanatory mixed-methods design to examine disability and mental health service utilization among college students with disabilities, while also exploring the prevalence and intersecting experiences of basic needs insecurity. Quantitative survey data were collected from 275 students with diagnosed disabilities at a large public Mid-Atlantic university. Results indicated that perceived lack of need for support was the most frequently reported reason for not using services, followed by self-stigma, lack of motivation, scheduling conflicts, and procedural complexity. Basic needs insecurity was prevalent, particularly in the quantitative sample, with students experiencing unmet needs showing significantly greater odds of reporting several barriers, as well as greater use of disability and mental health resources. Semi-structured interviews with 12 students provided additional insight into lived experiences, as well as student-driven recommendations for improvement. Interview findings helped contextualize quantitative patterns with three themes, including lived context, personal agency, and system functioning, that described processes shaping help-seeking behaviors. Participants also provided specific recommendations, which largely centered on increasing knowledge of services, reducing stigma, strengthening social support, and improving accessibility and coordination of institutional resources. Collectively, these findings highlight the importance of addressing disability and basic needs insecurity as intersecting experiences when developing supports in higher education.
