Support for part-time study and disabled students: consultation analysis - qualitative research findings summary (strand 3)

Summary of Qualitative Research Findings

About the research

Scottish Government asked Craigforth to speak with students as part of a consultation on support for part-time study, distance learning and disabled students (full or part-time).

In-depth interviews were conducted with students during October and November 2025. The research was open to current, former or prospective students at Scottish colleges and universities. A total of 37 students took part.

Participants had experience of Further Education (FE) and Higher Education (HE) in Scotland, including part-time and distance learning. Students spanned a range of ages (17 to 59) and different circumstances. Most self-reported that they were disabled and/or had a health condition. This included physical disabilities, mental health and neurodevelopmental conditions.

Common themes

The varied profile of students participating in the research and the complexity of their needs affected their experience of support. Some had to find their way through complicated eligibility rules to access support, and many managed this alongside financial difficulties or caring responsibilities.

Students can find the support system complex and difficult to navigate. Some had missed out on financial or other support because they had not been aware of what is available, or they found the application process too difficult.

Accessing support

Some students were able to access information on available support fairly easily, including online and from colleges or universities. Others found this difficult, especially disabled students and those with complex needs. Students could find the volume and range of information overwhelming, and some felt that clearer and more accessible information is needed.

“I didn't know it was available to me, I didn't know what to look for.”

Full-time HE disabled student, on campus

Feedback on the process of accessing support was mixed – some found this straightforward but for others the process could be a barrier to getting the funding and support they need. Those with mental health or anxiety issues found this especially difficult.

Barriers mentioned by students included having to repeatedly explain their needs through multiple assessments, and difficulties or delays getting the required evidence.

Disability support services and disability advisors played a key role helping students to navigate application processes, although there were reports of delays accessing this support.

Financial support

Most students could identify at least some of the sources of financial support they received. Those administered by the Student Awards Agency Scotland (SAAS) were most commonly mentioned. Students also referred to various other sources including discretionary funds or bursaries (such as the care experienced student bursary).

Some reported that their financial support was enough to meet their study-related costs, and was vital in enabling them to study. This included funding support that enabled students to reduce their paid working hours, benefiting their studies and home life.

“If I didn't receive the care experienced bursary I would not be able to attend college. I am so grateful.”

Full-time FE disabled student, on campus

Financial challenges highlighted by students related to working while studying, travel costs and childcare. Several, including disabled students, felt they had no choice but to work and told us this had a negative impact on their studies and health/wellbeing.

In addition to paid work while studying, other ways that students had tried to manage shortfalls in financial support included parental support, staying at home while studying and borrowing money from family or friends.

Non-financial support

Students described a range of equipment, personal support and practical accommodations that had helped them study. Support and equipment used by students can evolve over time as their needs change and they learn what works for them.

“It's things like [an adaptive chair] that I perhaps didn't know I needed…when they were offered I didn't realise how much they actually improved things.”

Full-time HE disabled student, on campus

Feedback highlighted the importance of feeling that colleges and universities understand students’ needs and are working positively to help them to study. Students noted the value of early identification of need and effective signposting.

Improvement areas identified for non-financial support included failure to identify need, delays and inconsistencies in implementing support plans, and quality of support varying across different staff or faculties.

“The onus was on me to say what I needed, whereas I was expecting ‘for students having this difficulty, this is what we tend to do’.”

Full-time HE disabled student, on campus

For more information, please see the Scottish Government website for more information on this research and to read the full consultation report.