Abstract

This article reports on research into the discourse and application of ‘inclusion’ policies in higher education. Against the requirements in law ‘to make reasonable adjustments’ required in Section 4A of the Disability Discrimination Act (1995. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/1995/50/contents ), respond equally under the Equality Act (2020. Section 6. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/2010/15/section/6) and ensure a safe environment. Drawing on the critical inquiry model of Denzin, N. (2017. “Critical Qualitative Inquiry.” Qualitative Inquiry 23 (1): 8–16), students with , non-apparent disabilities and special learning needs were invited to discuss their experience of feeling included at university. Through the exploration of the themes of widening participation, skills development and employability, we asked the students how they had experienced mental wellbeing through the practical application of inclusion policies in their programmes of study. Our findings show that while universities have responded very well to the legislation and endeavoured to address anti-discriminatory practice, more could be done to adjust the curriculum to ensure students’ positive mental wellbeing. Developments in curriculum change, even by modest adjustments, could work towards students’ feeling less anxious about their studies and ensure a fully inclusive experience.