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Sarah, age 49, is awake again until 11 pm, writing a paper for her humanities class. Uncomfortable, “hangry,” and in need of a shower, she plows ahead in finding credible sources and precise words to express architecture concepts. Sarah ponders why and how this will benefit her future career.

Malcolm, age 23, stares at his laptop screen, fidgeting and puzzled because he perceives the university’s online system as a tangled web of information he just can’t seem to figure out. He eventually loses interest and plays Fortnite.

Ximena, age 31, has been sitting in her adaptive chair for hours. She is in pain but determined to finish a PowerPoint presentation on time. Each stroke of the keyboard is felt throughout her entire upper body. She has so many ideas and creative expressions she wanted to add to this presentation, but her body will not cooperate. 

What do these adult learners have in common? Each of these students has a desire to participate in higher education, learn complex and interesting concepts across multiple subjects, but is impacted by the reality that accomplishing their goals is more challenging because they are non-traditional, disabled, or neurodiverse learners. While the challenges in these scenarios may sound insurmountable, there are effective strategies that atypical students can use to overcome physical, cognitive, and neurological obstacles, personal fears and anxiety, and an ableist posture that tends to be assumed by society and institutions of higher education.

Overcoming Obstacles

Obstacles are something that block, prevent, or hinder progress. For non-traditional students, this can range from an inability to communicate effectively to an inability to keep pace with peers who are 15-20 years younger. Purdue Global offers a multitude of resources that make progress easier, but there are several things students can do to set themselves up for success.

• Create a flexible schedule, leave time for doctor appointments, take breaks, and manage your study time efficiently. 
• Contact your professors and academic advisors before responsibilities become overwhelming.
• Register with the university’s disability/accessibility services.
• Use assistive technology such as speech-to-text, text-to-speech, and screen readers.
• Maximize your productivity by tackling assignments when you are feeling your best and your energy levels are high. Take breaks to recharge when needed. 
• Make your study space as comfortable, organized, and distraction-free as possible.

Overcoming Fears & Anxiety

As an older student who has disabilities, I can relate to having feelings of fear and anxiety about presenting my thoughts, ideas, and work to my peers and professors. Sometimes I spend extended periods checking and rechecking my work and often wonder whether I am completing assignments correctly. I also worry that someone might suspect that I am not a traditional student. According to Polo & Diaz (2025), students with disabilities often develop attitudes and masking techniques to avoid drawing attention to themselves. This is something I did at the beginning of my journey, and I confess, it was exhausting! Here are some strategies I have learned to apply that helped overcome the fears and anxieties associated with presentations:

• Review all assigned reading, unit requirements, and assignments on the first day of the week, in our case, that would be Wednesday.
• Attend all of the seminars. Attending the seminar assures you will get the most information directly from the professor as it relates to the unit. It also allows you to interact with fellow students and share ideas about course concepts.
• Get familiar with the online platform and resources available to students. Most of the resources are very useful and easy to understand and navigate.
• Avoid procrastinating! I understand that this is unavoidable at times due to impairments and life in general; however, similar to most things non-traditional students pursue, it takes extra time to demonstrate our qualities. So give yourself as much time as possible.

Understanding Ableism and Making it Work for You

As a non-traditional student, it can feel like you are swimming against the current. While Purdue University Global strives to create an inclusive environment for all students, disabled and neurodiverse students may still feel that the system works against them at times. This experience often relates to ableism, defined by Resnick (2022) as treating people with disabilities unfairly or viewing them as less valuable. Examples include inaccessible buildings (physical ableism) and derogatory terms like “dumb” or “crazy” (mental ableism) (Resnick, 2022). Such discrimination is significant in higher education, where one’s value is often judged based on physical and cognitive capabilities. In contrast, the need for accommodation and inclusion for those who don’t fit the traditional student mold may seem counterproductive to facilitators. Non-traditional students may feel pressure to prove their worth, but one can turn this challenge into an opportunity by employing specific strategies:

• Do not take ableism personally. According to Resnick, it is built into systems, structures, and this is part of world history (Resnick, 2022).
• Utilize the opportunity to demonstrate your unique expressions, experiences, and understanding of concepts and presented material.
• Do not t give up! Being tenacious and determined supports your confidence and purpose that you belong in higher education.
• Work with the system. If the professor or instructor is asking that certain criteria be met, meet the criteria by any means necessary. Ask questions, seek tutoring, do research, etc. Do what it takes to be the best student possible, and do not make excuses, because after all, that is how every student ultimately reaches their academic potential, and we are no less than the best!

Until next time, this is Peer Tutor Joyelle Smith with another Learning for Success podcast. Happy Learning! 

References 

Polo Martinez, F. J., & Diaz Barriga Arceo, F. (2025). Inclusion from the experience of university students with disabilities at the National Autonomous University of Mexico (UNAM). Disability & Society, 40(12), 3327-3347. https://doi.org/10.1080/09687599.2025.2479557

Resnick, A. (2022, May 9). What Is Ableism? Retrieved from Verywell Mind website: https://www.verywellmind.com/what-is-ableism-5200530