why do we have a bursary program (commencing spring 2026)
Title: Supporting Students with Invisible Disabilities
Approximately 1 in 5 people live with an invisible, hidden, or non-apparent disability, and many face barriers that can affect their education, well-being, and future opportunities. These disabilities may include mental health conditions, chronic illnesses, neurological disorders, learning disabilities, and chronic pain conditions.
For students pursuing post-secondary education, these challenges can create barriers to learning, accessibility, and academic success, often without others recognizing the difficulties they face.
At The Change Coalition, we are committed to reducing barriers, promoting inclusion, and creating equitable opportunities for students with invisible disabilities. Through awareness, advocacy, community partnerships, and practical assistance programs, we help students access the supports they need to succeed.
We believe that every student deserves the opportunity to achieve their educational goals and reach their full potential, regardless of whether their disability is visible or non-apparent.
The Growing Impact of Invisible Disabilities Among Youth
According to Statistics Canada, among youth aged 15 to 24, the most commonly reported disabilities are invisible or non-apparent disabilities, including mental health-related disabilities (13.6%), learning disabilities (9.2%), and pain-related disabilities (6.7%).
Statistics Canada reports that mental health-related disabilities among youth increased by approximately 6 percentage points between 2017 and 2022, with a 9 percentage point increase among young women.
Statistics Canada also notes that nearly all Canadian youth use social media regularly, and while it can support connection, higher usage has been associated with increased anxiety, depression, sleep disruption, cyberbullying, and negative social comparison.
These trends highlight a growing need for support, awareness, and accessible resources for youth living with invisible disabilities, particularly in education and transition to adulthood.
Mental Health-Related Invisible Disabilities in Post-Secondary Education
Mental health-related disabilities, including anxiety, depression, and stress-related conditions, are considered invisible disabilities because they are not immediately apparent to others, including educators, peers, or family members. Despite this lack of visibility, they can significantly affect a student’s ability to succeed in post-secondary education.
The combined pressures of academic workload, social expectations, and future career planning can intensify challenges for students living with mental health-related conditions.
Youth with invisible disabilities may also face barriers to accessing appropriate supports in higher education, particularly in environments that are not fully equipped to meet their needs. Because these conditions are not visible, they are often misunderstood or overlooked, which can contribute to isolation, increased stress, and reluctance to disclose due to stigma or fear of discrimination.
Employment and Education Gaps for Youth with Invisible Disabilities
Youth with disabilities—particularly those with invisible, hidden, or non-apparent disabilities—are less likely to be employed or engaged in post-secondary education compared to their peers without disabilities.
According to Statistics Canada data: 41.8% of youth with disabilities are employed, compared to 50.5% of youth without disabilities. In addition, 15.5% of youth with disabilities are unemployed, compared to 11.1% of youth without disabilities, and 42.7% are not participating in the labour force, compared to 38.4% of youth without disabilities.
In terms of education, 65.1% of youth with disabilities are enrolled in school, compared to 69.7% of youth without disabilities.
These gaps are particularly significant for students with invisible disabilities, who are often underrepresented in post-secondary settings. While visible disabilities may more readily prompt accommodations, students with mental health or learning-related conditions may face additional barriers in recognizing their needs, disclosing their disability, and accessing appropriate supports, which can further widen inequities in education and employment outcomes.
The Invisible Barriers to Post-Secondary Education
Students with invisible, hidden, or non-apparent disabilities often face several barriers in post-secondary education that can impact their academic success and overall well-being.
Lack of Support: Many institutions may not have sufficient or appropriately tailored resources to support students with invisible disabilities. Access to mental health services and individualized academic accommodations can be limited.
Stigma and Misunderstanding: Because these disabilities are not visible, students may hesitate to disclose their condition due to concerns about stigma, judgment, or being misunderstood, which can reduce access to needed supports and increase feelings of isolation.
Academic Challenges: Students with learning disabilities or mental health-related conditions may experience difficulties with coursework, concentration, and deadlines. Without adequate accommodations, these challenges can affect academic performance, persistence, and completion rates.
Financial Stress: Some students also face added financial pressures, including reduced ability to work flexible hours or increased healthcare-related costs, which can further compound existing barriers to educational success.
YOUR SUPPORT IS NEEDED!
Your support can directly change the educational journey of a student living with an invisible disability.
Many students face mental health conditions, learning disabilities, and chronic health challenges that are not immediately visible but significantly impact their ability to succeed in post-secondary education. The cost of tuition, supports, and essential resources can create additional barriers that place higher education out of reach.
Through the Change Coalition Bursary Program, donations help reduce these barriers by providing financial assistance to students with invisible disabilities, enabling them to access education, stay enrolled, and reach their full potential.
Every contribution helps remove obstacles and create opportunity. By donating, you are investing in equity, accessibility, and inclusion in education.
Donate today to help a student move forward with confidence, dignity, and support.
how computers can enhance learning for invisible disorders
Accessibility Features
Assistive Technology Integration
Assistive Technology Integration
Modern computers include built-in accessibility features such as screen readers, voice recognition, and screen magnification, which can significantly improve usability for students with invisible disabilities, learning disabilities, and mobility-related challenges.
These tools enable students to engage with coursework in ways that better align with their individual needs, helping to support independence, accessibility, and academic success in post-secondary education environments.
Assistive Technology Integration
Assistive Technology Integration
Assistive Technology Integration
The new computers will support a range of assistive technologies, including text-to-speech programs, speech-to-text software, and mind-mapping tools.
These tools can assist students with invisible disabilities such as dyslexia or ADHD in post-secondary education by providing alternative ways to engage with course materials, helping to reduce cognitive load, improve focus, and support stronger learning outcomes.
Customizable Settings
Assistive Technology Integration
Cloud-Based Learning Tools
Students can customize computer settings to better suit their individual needs, including adjusting screen contrast for improved visibility, reducing blue light to help limit eye strain, and setting personalized keyboard shortcuts to enhance navigation efficiency.
These accessibility options are especially valuable for students with invisible disabilities in post-secondary education, as they can help reduce fatigue, stress, and sensory overload that may be associated with these conditions.
Cloud-Based Learning Tools
Cloud-Based Learning Tools
Cloud-Based Learning Tools
With cloud-based applications and services, students can store, access, and share their work from any location, which is especially helpful for those in post-secondary education managing invisible disabilities.
This flexibility can help reduce stress related to deadlines and document management, particularly for students with mental health conditions or chronic pain, who may require the ability to work remotely or outside of traditional schedules.
Improved Collaboration
Cloud-Based Learning Tools
Improved Collaboration
Collaborative tools such as video conferencing platforms, chat applications, and shared workspaces enable students in post-secondary education to remain connected with peers and instructors, even when in-person interaction is difficult due to mental health challenges or other invisible disabilities.
These tools help ensure students can maintain access to support networks and fully participate in group work, discussions, and collaborative learning activities.
A Step Toward Inclusivity
Building Equity Through Accessible Technology
By providing advanced computers equipped with assistive technologies to students with invisible disabilities, the Change Coalition is supporting academic success in post-secondary education and contributing to a more inclusive and equitable learning environment.
We believe that every student, regardless of disability status, should have access to the technology and supports needed to reach their full potential.
With your support, we can help reduce systemic and educational barriers for students who may otherwise struggle in traditional learning environments. Together, we can provide the tools, resources, and opportunities required for long-term success.
Sponsor a student
Students must be under the age of 21 and have a diagnosed invisible disability.