Every year on 3rd December, people across the world stop for a moment to recognise the International Day of Persons with Disabilities. The theme for 2025 “Fostering disability-inclusive societies for advancing social progress” feels especially relevant in a University setting because, honestly, campuses should be spaces where every student walks in knowing they’re welcome, supported, and understood.

At University of Greenwich disability isn’t something that happens on the edge of student life. It’s part of the everyday picture. The latest Charter Award Self-Assessment shows 4,698 students are registered with a disability, and another 1,307 have a declared mental-health condition. When you think about it, that’s a lot of people sitting in seminars, working in the library, chatting before lectures. Disability isn’t “other”. It’s here, woven into the fabric of our student community.

Source: University of Greenwich – Charter Award Self-Assessment (latest report)

Why Disability Awareness Matters

It’s easy to think disability is something distant or unusual, but it’s really just part of being human.

Bodies change. Health changes. Brains are wired differently. Life happens.

Globally, the World Health Organization reports that around 1.3 billion people live with a significant disability. That’s not a small group. That’s a huge part of the world. In the UK, national statistics also show a substantial share of the population have long-term conditions that affect daily life. When you see it this way, inclusion isn’t a favour. It’s a responsibility.

And here’s the bit we sometimes forget: you can’t always see disability. Someone might look fine but be struggling through fatigue, physical pain, anxiety spikes, migraines, medication side-effects and still show up to class with a brave face. IDPD is a reminder to slow down, pay attention, and listen with empathy. Sometimes the person who needs support the most is the one you’d never guess.

Building an Inclusive Learning Environment

When people hear the word “inclusion”, their minds often jump to ramps, lifts, or wider doorways. Yes, those matter. But real inclusion goes deeper. It’s about culture.

It’s giving access to lecture recordings because brain fog makes note-taking impossible some days.

It’s a tutor who understands that chronic pain doesn’t check your timetable before it flares.

It’s materials that don’t exclude neurodivergent students.

It’s people not being judged for needing rest, adjustments, or extra time.

At Greenwich, STAART (Support Through Accessible Resources for Transition) stands out as one space that tries to embody that spirit. It’s a peer community — probably one of the most powerful forms of support there is. Students connect with others who “get it”, share experiences, and talk openly without worrying that someone will question whether their disability is “real enough”. That sense of belonging can change a person’s entire experience of university.

Ensuring Disabled Students Feel Seen

Behind the numbers are thousands of different stories. Someone trying to get through a lecture while their joints ache. Someone dealing with fatigue that no caffeine fixes. Someone who didn’t sleep because their pain kept them awake, still showing up to class because falling behind is even scarier.

I think we underestimate how often disabled students stay quiet because it’s tiring explaining yourself, or worrying people might think you’re exaggerating. IDPD invites us to look around and ask:

What barriers still exist? And who isn’t being heard?

Conclusion: Inclusion is progress.

The theme this year isn’t just well worded — it’s true.

Disability inclusion fuels social progress. Not the other way around.

When universities build accessible systems, stop treating adjustments as burdens, and invest in empathy and flexibility, everyone rises. Disabled students bring insight, resilience, creativity, perspective — all of which enrich the learning environment.

Sources:

World Health Organization (WHO) – Disability and Health Fact Sheet

Office for National Statistics (ONS) – UK disability and long-term health data

University of Greenwich – Charter Award Self-Assessment Report