A recent investigation into student wellbeing at three South African higher education institutions revealed that the vast majority of undergraduates with disabilities exhibit signs of depression, as reported by Daily Maverick. The project, spearheaded by Amy-Jean Viljoen, a doctoral researcher in psychology at the University of the Western Cape, examined 229 students across the University of the Western Cape, Stellenbosch University, and the University of Cape Town. According to the publication, 74% of these participants also met criteria for probable post-traumatic stress disorder, while 55% felt profound hopelessness and nearly 70% reported feeling lonely.

Viljoen, who does not personally live with a disability, explained that her drive comes from childhood exposure to inclusion and her own early academic hurdles. She observed that many learners with neurodevelopmental conditions like ADHD or autism often go unnoticed because they skip formal registration with campus disability offices. Her mentor, Prof Anita Padmanabhanunni, head of the Faculty of Community and Health Sciences at the University of the Western Cape, told Daily Maverick that the team wanted to capture the full spectrum of student experiences, not just the small slice formally enrolled in support programs.

This baseline research emerged from a larger, ongoing doctoral project concerning a digital mental health tool for all undergraduates. Viljoen stated that establishing this foundational data was essential before evaluating the new app’s impact. She noted that the overlapping conditions create a high risk of students disengaging from their studies. The researchers deliberately kept the scope wide to include those who had not previously disclosed their conditions to the institutions.

Padmanabhanunni pointed out that prior South African studies mostly examined access barriers and academic accommodations, leaving psychological health less explored. While cautioning that the sample is not nationally representative, she argued the data provides crucial evidence. She suggested that universities should systematically review whether their current disability and mental health services are accessible, coordinated, and responsive to diverse student needs. Viljoen described the project as a way to present students’ lived realities to academics in a professional, advocacy-focused manner.