Journal of Postsecondary Education and Disability, 33(2), 115-128 115 Disability Stigma on Campuses: Helping Students with Psychiatric Impairments to Succeed Daniel J. Trunk, Beavercreek City Schools,Daniel Charles J. J. Russo, T runk¹University of Dayton,Charles Jack Trammell, J. MountRusso² Saint Mary'sJack University Trammell³ Abstract ThisThis study study investigated investigated the the impact impact of disability of disability type ontype perceived on perceived disability-related disability-related stigma of stigma 55 students of 55 withstudents disabilitieswith disabilities at a medium-sized, at a medium-sized, private mid-westernprivate mid-western university, university as measured, as measured by the Postsecondary by the Postsecondary Student Survey Stu- ofdent Disability-Related Survey of Disability-Related Stigma (PSSDS). Stigma The researchers (PSSDS). conducted The researchers five independent conducted samples five independent t-tests to determine samples ift -teststhere wereto determine significant if differencesthere were insignificant perceived difstigmaferences scores in betweenperceived students stigma with scores psychiatric between impairments students with psychiatric impairments compared to those with other types of impairments. Previous research reports that comparedcollege students to those with with impairments,other types of impairments.in particular Previousthose with research psychiatric reports conditions, that college experience students with unique dis- impairments,ability-related in particularbarriers impacting those with their psychiatric social conditions,and academic experience experiences unique and disability-related degree completion. barriers The impacting results theirof the social analyses and academic revealed experiences that students and with degree psychiatric completion. impairments The results reportedof the analyses significantly revealed higher that students stigma withscores psychiatric compared impairments to peers withreported other significantly types of impairmentshigher stigma onscores the comparedAcademic to Success, peers with Personal other types Relation of - impairmentsships, and Sense on the of Academic Self and Success, Identity Personalfactors of Relationships, the PSSDS, andas well Sense as ofon Self the and overall Identity stigma factors scores. of the The PSSDS,article also as well discusses as on the implications overall stigma for furtherscores. research.The article also discusses implications for further research. Keywords: disability stigma, psychiatric impairment, mental health stigma, college students with disabilities StudiesStudies conducted conducted over the pastover 20 the years past demonstrate 20 years ademon - stillstill significantly significantly less likely less to likelyattend collegeto attend or to graduatecollege withor to trendingstrate aincrease trending in students increase with in disabilities students pursuingwith disabilities degreesgraduate compared with degreesto their peers compared not having to disabilities their peers (Marshak not postsecondarypursuing postsecondary study. For example, study admissions. For example, data collected admis by- ethaving al., 2010; disabilities Newman et al.,(Marshak 2010). Within et al., the subpopulation2010; Newman of Palombisions data(2000) collected suggested thatby thePalombi number of(2000) students suggested with studentset al., 2010).with disabilities, Within those the with subpopulation psychiatric disorders of students or disabilitiesthat the attendingnumber collegeof students has grown with significantly disabilities in recent attend - impairments,with disabilit the ies,focal thosepoint of with this study, psychiatric are a particular disorders or years,ing college with an estimatedhas grown 400% significantly increase between in recentthe mid- years, 1970s subgroupimpairments, with unique the focalneeds pointand challenges of this study that may, are not a particbe fully- andwith the an turn estim of theated 21st century.400% increaseData from thebetween National the Center mid- metular on subgroup many campuses. with uniqueResearchers needs have and found challenges that students that for1970s Education and Statisticsthe turn (2010) of the reported 21st that century slightly. lessData than from withmay disabilities not be fully are less met likely on tomany seek accommodationscampuses. through 11%the ofNational undergraduate Center students for Education reported having Statistics a disability (2010) officesResearchers of disabilities haveservices found or other that student students sup- with port officesdisabil - duringreported the 2007-2008 that slightly school less year. than Similarly, 11% a follow-upof under studygradu - whenities theyare perceiveless likely greater to levelsseek ofaccommodations environmental stigma through (e.g., conductedate students by the reported National Centerhaving for aEducation disability Statistics during (2015) the Belch,offices 2011; of Denhart,disabilities 2008; services Hartley, 2010; or other Kranke student et al., 2013; sup - revealed2007-2008 slightly school over 11% year of. students Similarly in U.S., a follow-uppostsecondary study Litnerport etof al.,fices 2005; when Salzer they et al., perceive 2008; Weiner greater & Weiner, levels 1996). of en - institutionsconducted were by identified the National as having Center disabilities for Education during the Sta- Yet,vironmental there is a lack stigma of research (e.g., focusingBelch, 201on the1; perceivedDenhart, stigma2008; 2011-2012tistics (2015) academic revealed school year.slightly Although over exact 11% admissions of students ofHartley students, 2010;with psychiatric Kranke disabilitieset al., 2013; compared Litner to et their al., peers 2005; data and future projections for students with disabilities pursuing with other types of disabilities. As noted, students with psychiatric in U.S. postsecondary institutions were identified as Salzer et al., 2008; Weiner & Weiner, 1996). Yet, there higher education are difficult to calculate, it is evident that these disabilities tend to have lower retention and graduation rates numbershaving continuedisabilities to increase during (Leake, the 2015;2011-2012 Sniatecki academic et al., comparedis a lack to of students research with focusing other types on of the disabilities, perceived as well stigma as 2015).school Despite year .this Although increase exactin admission admissions and attendance, data and fu- theirof studentspeers who with do not psychiatric have disabilities. disabilities Perceived compared stigma on to individualsture projection with disabilitiess for students in the United with Statesdisabilities are pursuing campustheir peers related with to mental other types of disabilities. higher education are difficult to calculate, it is evident As noted, students with psychiatric disabilities that these numbers continue to increase (Leake, 2015; tend to have lower retention and graduation rates Sniatecki et al., 2015). compared to students with other types of disabili- Despite this increase in admission and attendance, ties, as well as their peers who do not have disabil- individuals with disabilities in the United States are ities. Perceived stigma on campus related to mental 1 Beavercreek City Schools; 2 University of Dayton; 3 Mount Saint Mary's University 116 Trunk et al.; Disability Stigma healthhealth disorders disorders may may cause cause students students with psychiatric with psychiatric disabilities Sectiontion 504) 504) and ADAADA do notdo mandatenot mandate the delivery the deliveryor provision or todisabilities choose to refrain to choose from disclosing to refrain their from disabilities disclosing to those their on ofprovision specific services of specific such as services mental health such support, as mental as opposed health to campusdisabilities who may to bethose able onto helpcampus them towho procure may the be able to accommodations.support, as opposed Still, these to lawsaccommodations. do help create a frameworkStill, these for accommodationshelp them to procurethey may thebe legally accommodations entitled to receive. they This may betterlaws meeting do help the create needs ofa studentsframework with mentalfor better health meeting needs. studybe legally was situated entitled within to areceive. legal and equal opportunity Eventhe needsthough ofSection students 504 and with the mental ADA are health intended needs. to prevent Even frameworkThis withstudy a particular was situated emphasis within on community a legal inclusionand equal discrimination,though Sectio studiesn 504 (e.g., and Russo the ADA & Osborne, are intended 2009; Collins to pre & - andopportunity accommodation framework of students with in highera particular education emphasis with on Mowbray,vent discrimin 2005; McEwanation, &studies Downie, (e.g., 2013; Russo Salzer et& al., Osborne, 2008) psychiatriccommunity impairments. inclusion The and purpose accommodation of the study, whichof students was demonstrate2009; Collins that students& Mowbray with psychiatric, 2005; McEwan disabilities &often Down do - originallyin higher part educationof a larger study, with was psychiatric to investigate impairments. the impact of notie, seek 2013; the accommodationsSalzer et al., 2008)to which demonstrate they may be entitled, that stu - disabilityThe purpose type on ofstudent the studyperceived, which disability was stigma. originally This study part therebydents possiblywith psychiatric leading to lower disabilities degree completion often do