Ableism in Academia Workshop with Dr Nicole Brown

As part of the School of Law’s EDI Seminar series, we recently hosted an engaging and impactful event: Ableism in Academia, led by Dr Nicole Brown (UCL), a leading academic and author whose work critically examines the barriers disabled staff face in higher education. 

Colleagues from across schools and departments joined the session, including senior members of our Equality, Diversity and Inclusion (EDI) leadership, to explore key issues affecting disabled staff and co-develop practical steps toward actionable change. 

Exploring the Realities of Disabled Academics 

Dr Brown’s presentation drew from her research, including her recent books Ableism in Academia, Lived Experiences of Ableism in Academia, and Exceptionally Able 

Key challenges raised included: 

• Disclosure as a barrier: Many staff weigh the benefits of disclosing their disability against potential risks such as stigma, reduced opportunities, or being unfairly labelled. Selective or partial disclosure is common, though emotionally taxing. 

• Career progression gaps: Data from 2022/23 shows that only 6.3% of UK higher education staff disclosed a disability. Among research-only staff, this drops to just 5.22%—highlighting major issues of access and retention. 

• Lack of understanding and support: Invisibility of certain conditions, fluctuating needs, and internalised ableism contribute to exclusion and isolation within departments. Disabled role models remain few and far between. 

Rethinking Disability in Higher Education 

Dr Brown challenged attendees to consider alternative models of disability: 

• The medical model, which sees disability as a deficit to be fixed; 

• The social model, which highlights environmental and institutional barriers; 

• And the affirmative model, which embraces disability as a valid, non-tragic identity. 

Barriers Facing Disabled Staff in Academia 

1. Disclosure and its Costs 

Disclosure was one of the session’s central themes. Dr Brown explained that disclosing a disability in academia is often a high-stakes decision, requiring a complex cost-benefit analysis. 

While disclosure might allow access to reasonable adjustments, it also frequently leads to: 

• Stigma and stereotyping (e.g., being labelled “difficult” or “unreliable”), 

• Career disadvantages, such as gaps in research output or reduced mobility, 

• Isolation due to misunderstanding of fluctuating conditions. 

As a result, many choose partial or strategic disclosure, which can lead to emotional strain and marginalisation. 

2. Career Progression Gaps 

Despite increasing awareness, the representation of disabled staff in higher education remains low. Key statistics from the HESA 2022/23 data shared during the session include: 

• 6.3% of all UK HE staff disclosed a disability 

• Breakdown by staff role: 

• 7.4% teaching-only academics 

• 5.9% teaching & research academics 

• 5.22% research-only academics 

Dr Brown stressed that these numbers reflect not just low representation, but also drop-off points throughout academic careers—suggesting that many disabled staff leave academia or do not advance due to structural barriers. 

3. Departmental Integration and Institutional Culture 

Participants discussed how disabled staff often feel excluded from departmental life due to assumptions about availability, communication barriers, or lack of accommodation. Internalised ableism, invisibility of certain conditions, and absence of disabled role models compound this sense of isolation. 

Insights from COVID-19 and Lessons Learned 

Dr Brown’s recent work on the impact of the COVID-19 pandemic on disabled researchers revealed both challenges and opportunities: 

• Negative impacts included delays in research, weakened peer networks, and continued structural exclusion. 

• Positive shifts included the normalisation of remote working, greater flexibility, and increased visibility of diverse needs—developments that must be retained and expanded in post-pandemic policy.  

Practical Recommendations for Change 

The session included a practical focus on action planning, guided by Dr Brown’s comprehensive recommendations: 

Individual & Departmental Actions 

• Promote open conversations about disability and lived experiences 

• Practice microphone etiquette, avoid poor colour contrasts, and provide multiple formats for materials 

• Enable quiet rooms, movement during sessions, and sensory accommodations 

• Establish disabled role models and mentoring networks 

Institutional & Policy-Level Actions 

• Revise leave policies to include disability-specific sick leave 

• Support non-competitive access to accommodations and resources 

• Acknowledge non-linear CVs (e.g., fewer publications due to illness or caregiving) 

• Maintain hybrid and flexible work arrangements 

• Ensure policy transparency and stronger links between guidance and practice 

• Move toward positive discrimination in recognition of systemic inequity 

The Role of Disabled Staff Networks 

Dr Brown emphasised the importance of disabled staff networks in: 

• Offering safe peer support spaces 

• Advising HR and senior management 

• Sharing practical strategies and promoting collective visibility 

Looking Ahead 

The session concluded with collaborative action planning across departments. Participants worked to translate insights into SMART goals aligned with a broader Theory of Change to ensure long-term impact. From reviewing local disclosure procedures to embedding universal design principles, each area committed to actionable steps toward a more inclusive academic culture. 

Our goal in the Law School is to build a culture where disabled staff are not just accommodated, but actively supported, celebrated, and empowered. 

 
Find more on Dr Nicole Brown’s work at www.nicole-brown.co.uk and on her books via UCL Press and Policy Press.