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<p>Existing research on chronic illness in higher education has focused primarily on students, leaving the experiences of faculty and administrators largely unexamined. Using critical disability theory (CDT) as its guiding framework, this narrative study centers on the experiences of higher education employees who self-identify as chronically ill but do not present with visible disabilities in the United States. Their narratives illustrate the emotional toll of concealing symptoms, the limitations of procedural accommodations, and the importance of trust and relational care in shaping decisions about disclosure. Faced with fluctuating symptoms, participants had to repeatedly determine whether to take short- or long-term disability leave. While organizational and governmental accommodations provide necessary scaffolds, they remain insufficient without broader structural transformation. The study’s findings show that meaningful support requires colleges and universities to foster inclusive climates and identity-affirming communities built on flexibility, empathy, and a sense of belonging. This includes fostering collaboration between disability services and human resources, creating employee-centered counterspaces, and creating measurable goals that center our collective well-being.</p>

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Invisible Colleagues in Higher Education: Chronic Illness, Lived Experience, and Institutional Responsibility

  • 期刊论文

  • 发表日期：

    2026年7月25日

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  • Keshia Graham,
  • Edwin Mathieu,
  • Ceceilia Parnther

摘要

Existing research on chronic illness in higher education has focused primarily on students, leaving the experiences of faculty and administrators largely unexamined. Using critical disability theory (CDT) as its guiding framework, this narrative study centers on the experiences of higher education employees who self-identify as chronically ill but do not present with visible disabilities in the United States. Their narratives illustrate the emotional toll of concealing symptoms, the limitations of procedural accommodations, and the importance of trust and relational care in shaping decisions about disclosure. Faced with fluctuating symptoms, participants had to repeatedly determine whether to take short- or long-term disability leave. While organizational and governmental accommodations provide necessary scaffolds, they remain insufficient without broader structural transformation. The study’s findings show that meaningful support requires colleges and universities to foster inclusive climates and identity-affirming communities built on flexibility, empathy, and a sense of belonging. This includes fostering collaboration between disability services and human resources, creating employee-centered counterspaces, and creating measurable goals that center our collective well-being.