ABSTRACT Introduction Access to higher education (HE) programmes provides meaningful opportunities for growth and personal development for individuals with intellectual disabilities. The formation of a student identity combined with a sense of belonging contributes to this experience. However, research that prioritises and values the perspectives of the lived experience of students with intellectual disabilities remains limited. This study aims to explore the lived experiences of first‐year students on a HE programme in a university setting. Methods This qualitative study draws on photo‐elicitation data from 12 first‐year students with intellectual disabilities enrolled in a Certificate in Personal Development programme at a HE institution in Ireland. Data were analysed using Framework Analysis (Ritchie (2) sense of belonging; and (3) opportunities for the future. Conclusion This study highlights that identity, a sense of belonging and the consideration of future opportunities for students with intellectual disability are shaped by relationships, participation and an inclusive, learner‐centred pedagogical approach. However, access to HE alone is not sufficient; meaningful belonging requires recognition, connection and cultures that affirm students as legitimate members of the university community. This study has implications for the development and delivery of inclusive programmes for individuals with an intellectual disability.
Mason et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: