What We Learned from “Shift Shorts”: Student Voices on Disability at Queen’s

What does it really mean to live with a disability as a student at Queen’s?

Recently, our student staff team at Health Promotion sat down to watch an episode of Shift Shorts Continuum, a new video series from The Queen's Shift Project aimed at amplifying the voices of marginalized student groups and asserting their value within the Queen's community. In this particular episode, students shared their personal perspectives by responding to a series of prompts about what it’s like to live with a disability, both visible and invisible, while navigating university life.

The video sparked meaningful conversation and reflection among our team. Each of us came away with insights not only about the diversity of disability experiences, but also about how much work is still needed on campus. From unlearning assumptions to listening more deeply and creating safe, open and inclusive spaces for one another, the work is on all of us to break down barriers and firmly establish Queen's as an academic community for all.

As you navigate the responsibility of advancing inclusivity at Queen's, here are some of our key takeaways and what we think every student should be aware of about the lived experiences of students living with a disability on campus:

Visibility Isn’t Everything

Disability doesn’t always look the way you think it does. One of the most powerful takeaways for our team was how often people misunderstand or overlook invisible disabilities like chronic illness, ADHD, PTSD, or depression.

“Invisible disabilities are way more common than I thought. Just because someone 'looks fine' doesn’t mean they aren’t struggling.” — Simran

These misconceptions can lead to judgment, invalidation, and even accusations of laziness — especially when disabilities impact things like focus, energy, or mobility in ways that aren’t always visible. Students shared that the hardest part of having a disability is often not the condition itself, but having to explain it over and over again to those that feel entitled to physical "proof" of one's condition or diagnosis.

The bottom line? The non-visible is not non-existent.

Productivity ≠ Worth

Many students in the video talked about how their disability experience is shaped by pressure to be “productive” or to prove their value, especially in an academic setting.

“The instinct to see disabilities through a productivity lens enforces a stigma that people with disabilities are less "useful" to society; contrarily, if they are conventionally productive, their disabled identity then becomes invalidated.” — Mackenzie

The false narrative that productivity equals worth is deeply harmful and often rooted in ableism. It leaves little room for rest, self-care, or different ways of contributing. One of the biggest takeaways for our team was that being disabled doesn’t mean someone is unmotivated, incapable, or “less than.” It means their value is unique, and therefore, critical to societal progress.

Boundaries, Not Barriers

Curiosity is important. But so is consent.

“Asking people about their needs and being open to learning about their disability is important. [However], it should be done in a sensitive and respectful way, without crossing boundaries.” — Deeya

For many students with disabilities, sharing their experiences takes vulnerability and energy. Being open about a disability shouldn’t be a prerequisite for compassion or accommodations. Respecting boundaries, whether they’re physical, emotional, or social, is an essential part of accessibility and creating a campus environment where people of all experiences and backgrounds feel validated in their existence... no explanation required.

Community Makes a Difference

Several students reflected on the power of finding peers who understand what it’s like to live with a disability, and how isolating it can be without that support.

“Finding a disability-aware community can be inconsistent and isolating...Supportive friendships help, but systemic support (like peer networks or affinity groups) is still limited.” — Maya

“The students in the video expressed desire for more informal spaces for people with disabilities to have conversations...and for the the general student body [to be] more aware about how to have conversations about/with people with disabilities” — Saavni

Informal peer support spaces for students with disabilities are limited. Overall, the students in the video shared the sentiment that Queen’s should have more dedicated spaces where disability is discussed openly, honestly, and without shame.

A Call to Compassion

Finally, this video reminded us that equity doesn’t mean treating everyone the same. Instead, it means recognizing that we all move through the world differently. As students without disabilities, we won’t always understand what others are going through, but we can choose to lead with kindness, patience, and curiosity that respects boundaries.

“Moving forward, a quote from one of the students that stood out most to me was that “the root of prejudice is a lack of understanding” which felt like a call to action to the student body to do the work to find that balance of respecting boundaries without requiring explanation.” — Aaron

We hope more students will take the time to watch Shift Shorts and reflect on their own role in building a more inclusive campus. Sometimes, it’s not about having the right words, but creating space to listen, and letting others define their own experiences.

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If you’re interested in learning more about accessibility at Queen’s or want to explore resources for students with disabilities, visit the Shift Project online or connect with Student Wellness Services. Let’s keep the conversation going. With empathy, with honesty, and with each other.