# Supervising the unseen: A critical literature review on supervising students with hidden disabilities in South Africa

## TL;DR

This paper reviews how supervisors in South Africa support students with hidden disabilities, finding a lack of training and awareness that hinders student success.

## Contribution

The paper identifies a critical gap in supervisory preparedness and proposes the need for targeted training to support students with hidden disabilities.

## Key findings

- Students with hidden disabilities often avoid disclosing due to stigma and fear of being seen as less capable.
- Supervisors lack adequate training and awareness, leading to ineffective support and feelings of isolation among students.
- The study highlights the need for inclusive supervisory strategies and training programs to promote student well-being and success.

## Abstract

As supervisors, we often find ourselves giving a specific student more attention and leeway than others. Have you ever wondered why some students struggle more than others, even when receiving additional assistance?

This article aimed to examine the depth of supervisory knowledge and awareness in supporting students with hidden disabilities to enhance academic guidance and foster student success.

This article employed a systematic literature review (SLR) and thematic analysis to investigate the supervisory challenges and support mechanisms faced by students with hidden disability. The article sought to answer the research question: How does the existing literature critically address the supervision of students with hidden disabilities in higher education in supporting their academic success?

Students with hidden disabilities often avoid disclosing their conditions because of stigma, emotional burden and fear of being perceived as less capable. Findings revealed a significant gap in supervisory preparedness and institutional support. Supervisors, lacking adequate training and awareness, are often ill-equipped to respond effectively, leaving students feeling isolated and invalidated, and many struggle with whether their condition is ‘valid enough’ and not seen as an excuse.

This article explored the multifaceted dimensions of supervising students with hidden disabilities, demonstrating a significant gap in supervisory preparedness, knowledge, training and awareness. The findings showed a need for targeted strategies and training programmes to equip supervisors with the necessary skills to support students with hidden disabilities and provide an inclusive supervisory environment that promotes their well-being and success.

The article offers insights into supervisory approaches for students with hidden disabilities, providing the groundwork for future empirical research and empathetic supervisory support structures.