ArticleChronic illness2025
Experiences of students with chronic illness in university education in Ireland.
Article in Chronic illness, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Non-Communicable Disease, Metabolic and Lifestyle Risk Factor Profiles in South African University Students: A Latent Class Analysis.Public health challenges · 2026Article
- Mental health and help-seeking behavior among at-risk university students in Germany: A descriptive analysis.PLOS mental health · 2026Article
- Association of Emotion Regulation, Self-Efficacy, and Health-Related Readiness to Change Among Patients with Chronic Conditions.Journal of multidisciplinary healthcare · 2026Article
- Navigating healthcare in higher education for students with gynaecological pain: an exploratory survey.BMC women's health · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
ObjectiveThe aim of this study was to explore the experiences of university students with a chronic illness in Ireland. The study also aimed to gain insight into students' experiences with Disability Support Services (DSS) and identify gaps where additional supports and resources are needed.DesignCross-sectional qualitative study.MethodsFourteen students from three Irish universities participated in semi-structured interviews. The interviews were audio-recorded, transcribed, and analysed through the six-step process of reflexive thematic analysis.ResultsFour themes were developed: (1) The burden of managing a chronic illness alongside university education; (2) Interruptions, disruptions and alterations to college life; (3) Flexible supports for fluctuating conditions; (4) Achieving in educating while living with a chronic illness.ConclusionsParticipants reported a physical and emotional burden. Despite engaging in rigorous management strategies, many participants missed lectures and socialising with peers. Some found the supports from DSS to be useful, however many were unsure if they qualified for support, or found the supports available to be generic and inadequate for their needs. There is significant scope for the delivery of both teaching and DSS to be improved for this cohort, ensuring that all students, regardless of their health status, have equal opportunities for success.
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Registered trials
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