Table A3.

Group 3: Prevalence, experiences, and challenges in physical and mental health among college students with disabilities.

Authors	Objectives	Participants	Study Design	Key Findings	Conclusions
Casseus et al. (2022) [27]	Describing the prevalence of tobacco use in a nationally representative sample of college students with disabilities.	A total of 6189 college students participated, 5236 without disabilities and 953 with disabilities.	A quantitative design was employed to analyze data from the 2017 National Survey on Drug Use and Health (USA).	Tobacco use prevalence is higher among students with disabilities compared to those without disabilities. Students with disabilities were more likely to be current tobacco users and also had higher odds of nicotine dependence.	The burden of tobacco use and nicotine use disorder is more prevalent among college students with disabilities. Therefore, specific services addressing tobacco initiation prevention and nicotine addiction treatment should be provided for students with disabilities.
Kirkner et al. (2022) [28]	Understanding the sexual victimization of college students with disabilities at a large Mid-Atlantic academic institution using an intersectional approach.	A total of 2929 college students participated, 2752 without disabilities and 177 with disabilities.	Quantitative design. Exploratory and descriptive.	Students with disabilities exhibited a significantly higher likelihood of sexual victimization both before arriving at the campus and while attending the university, with much higher rates of victimization before entering university compared to students without disabilities.	The study’s findings also underscore the need for culturally relevant support services for students with disabilities. Emphasizing the importance of assessing the university’s culture and its atmosphere of openness, sharing, community, and protection (or lack thereof) as a crucial point for future approaches to addressing on-campus sexual violence.
Kong et al. (2021) [29]	Examining the current situation of loneliness among college students with visual impairments, along with its influencing factors, and exploring the mediating role of self-acceptance between self-stigma and loneliness.	A total of 78 college students with visual impairments participated. Quantitative design.	Descriptive and correlational study approach. Participants completed self-report questionnaires, such as the Disabled Self-Stigma Scale (SSDS), the Self-Acceptance Questionnaire (SAQ), and the University of California, Los Angeles (UCLA) Loneliness Scale.	The status of visual impairment and relationship with friends were significantly associated with loneliness. Furthermore, there was a significant mediating role of self-acceptance between self-stigma and loneliness among students with visual impairments.	Loneliness is a prevalent negative feeling among college students, and those with visual impairments may face an increased risk of experiencing it. Self-acceptance could be a key factor in addressing self-stigma and reducing loneliness in this student group.
McLeod et al. (2019) [15]	Describing the academic, social, and health experiences of college students with ASD compared to students with other disabilities and their neurotypical peers without disabilities.	A total of 3073 college students participated: 2174 without disabilities, 899 with disabilities attributed to ASD, and 804 with other disabilities.	Quantitative design. Online survey.	There were few significant differences between students with ASD and students with other disabilities. Both groups of students reported significantly poorer outcomes than neurotypical students in academic performance, social relationships and bullying, and physical and mental health.	Some of the challenges faced by students with ASD in college stem from the stigma and social rejection associated with disability in general rather than the unique characteristics of ASD.
Minotti et al. (2021) [2]	Researching differences in perceived social support, depressive symptoms, and well-being among students with physical disabilities living in general student housing compared to those residing in a disabled community.	A total of 25 college students with physical disabilities participated.	Mixed design study. Three closed-response questionnaires, the Multidimensional Scale of Perceived Social Support (MSPSS), The Patient Health Questionnaire Depression Module (PHQ-9), and the Satisfaction with Life Scale, along with three open-ended questions on social support, were analyzed qualitatively.	Quantitative results showed statistically significant differences between the two groups in all three measures (perceived social support, depressive symptoms, and well-being). Open-ended responses revealed that those living in the disabled community felt more connected to other students with physical disabilities. However, it was also observed that many students with physical disabilities felt socially disconnected for various reasons.	The findings suggest that living in a disabled community may be associated with feeling socially supported and improving mental health outcomes among college students with physical disabilities. It is suggested that universities and stakeholders consider implementing programs to foster support groups among students with physical disabilities.
Petcu et al. (2021) [30]	Exploring differences between characteristics and behaviours of students with ASD and students with learning disabilities.	A total of 119 college students with disabilities participated (17 with ASD and 102 with learning disabilities).	Quantitative design using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA.	The characteristics of these two groups of first-year college students were similar, except in terms of gender, ethnicity, being first-generation college attendees, and parental income. Compared to first-year students with learning disabilities, students with ASD were less likely to engage in risky behaviours, use health services, or utilize the writing center.	There are both similarities and differences in the characteristics and behaviours of first-year college students with ASD and those with learning disabilities. The results underscore the importance of understanding and addressing the specific needs of these two groups of students to provide a supportive environment for academic success in college.