Author: Michigan State University
Published: 2025/02/04
Publication Type: Research Paper
Peer-Reviewed: Yes
Topic: Disability Communities – Publications List
Page Content: Synopsis Introduction Main Insights, Updates
Synopsis: Study reveals that students with disabilities often rely on social media as a tool for navigating their disability identity.
Why it matters: This paper, a scholarly study published in the Journal of Contemporary Issues in Education, reveals how social media fosters connection, community, and psychological well-being among college students, with significant implications for those with disabilities. Conducted by Michigan State University researchers led by Professor Christine Greenhow, the study combined nationwide surveys of 147 undergraduates and in-depth interviews with 10 students, half of whom identified as disabled. Findings highlight that students with disabilities engage more purposefully with social media, using platforms not only to build relationships but also to forge new connections, explore disability identity, access coping strategies, and advocate for themselves. Participants emphasized the value of features like TikTok’s captions and text-to-speech tools in enhancing accessibility. The research underscores social media’s role as a critical resource for marginalized groups, offering control over self-presentation, access to supportive networks, and opportunities to reduce isolation – factors linked to academic success and mental health. For educators and institutions, these insights stress the importance of integrating inclusive digital spaces into learning environments to better support students with disabilities, seniors, and others who may rely on online communities for connection and resource-sharing – Disabled World (DW).
Introduction
New research from the Michigan State University College of Education shows how social media provides connection and community for college students, particularly those with disabilities. Published in the Journal of Contemporary Issues in Education, the study examines the nature of students’ social media use and its relationship to social capital and psychological well-being.
Main Item
Students With and Without Disabilities Using Social Media: Relationship Benefits and Implications for Education
Led by Professor Christine Greenhow, the research team surveyed 147 undergraduates nationwide and conducted in-depth interviews with 10 students – five with disabilities and five without.
Students were asked how they use social media in their daily lives, including which platforms they prefer and the purposes those platforms serve. They were encouraged to reflect on how social media influences their relationships, whether it helps them feel connected to others and any challenges they have encountered such as cyberbullying.
The Benefits of Social
The analysis showed notable differences in how students with and without disabilities approach social media, particularly in the breadth and depth of their engagement.
Greenhow explained:
“We saw that students with disabilities used social media for more purposes. It wasn’t just about maintaining relationships; they were creating new ones and actively engaging in online communities.”
The study showed that students with disabilities often rely on social media as a tool for navigating their disability identity. Some participants described using social media to connect with others who shared similar experiences, learn coping strategies and access professional advice.
“While using social media, some students with disabilities have a degree of control that they wouldn’t have in face-to-face interactions,” said Greenhow. “It gives them the ability to show themselves in a way they want others to see them.”
One respondent noted TikTok stood out for its accessibility features, such as captions and text-to-speech tools.
“For students with disabilities, social media is more than a communication tool – it’s a powerful tool for self-advocacy, identity exploration and access to vital resources and supportive communities that foster belonging and well-being,” said Connie Sung, formerly with MSU and co-author of the study.
The findings highlight social media’s role in promoting a sense of belonging and enriching learning environments, which Greenhow describes as “crucial for all students, but especially for those with disabilities.” This sense of connection is key to academic success and well-being.
Researchers
Researchers on the study included Marisa Fisher, associate professor in the Department of Counseling, Educational Psychology and Special Education; Connie Sung, a former professor in Rehabilitation and Counseling now at University of Michigan; and Educational Psychology and Educational Technology doctoral students Aisel Akhmedova and Jennifer Sutcliffe.
Michigan State University
Michigan State University has been advancing the common good with uncommon will for 170 years. One of the world’s leading public research universities, MSU pushes the boundaries of discovery to make a better, safer, healthier world for all while providing life-changing opportunities to a diverse and inclusive academic community through more than 400 programs of study in 17 degree-granting colleges.
This scholarly study, published in the Journal of Contemporary Issues in Education, offers vital insights into how social media serves as a lifeline for college students with disabilities, enabling them to cultivate connections, advocate for their needs, and access resources in ways traditional environments often fail to provide. By blending quantitative surveys with qualitative narratives, the research underscores platforms like TikTok – praised for accessibility features – as critical tools for identity-building and community support. For educators and policymakers, these findings signal an urgent need to prioritize inclusive digital design and recognize online spaces as extensions of learning environments. The study challenges assumptions about social media’s role, framing it not merely as a social tool but as a transformative medium for equity, particularly for those navigating disability, isolation, or systemic barriers. Its conclusions invite reflection on how technology can bridge gaps in belonging, ensuring all students thrive – Disabled World (DW).
Attribution/Source(s):
This peer reviewed publication was selected for publishing by the editors of Disabled World (DW) due to its significant relevance to the disability community. Originally authored by Michigan State University, and published on 2025/02/04, the content may have been edited for style, clarity, or brevity. For further details or clarifications, Michigan State University can be contacted at msu.edu. NOTE: Disabled World does not provide any warranties or endorsements related to this article.
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Citing Information and Page References
Disabled World (DW) is a comprehensive online resource providing information and news related to disabilities, assistive technologies, and accessibility. Founded in 2004 our website covers a wide range of topics, including disability rights, healthcare, education, employment, and independent living, with the goal of supporting the disability community and their families.
Cite This Page (APA): Michigan State University. (2025, February 4). Empowering Connections: Social Media Bridges Social Gaps for Students with Disabilities. Disabled World (DW). Retrieved February 7, 2025 from www.disabled-world.com/communication/community/empowering.php
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