Educational Barriers for D/deaf Students

This article uses the umbrella term of “D/deaf” to encompass culturally Deaf (capital ‘D’ - people whose first or preferred language is British Sign Language (BSL)) and audiologically deaf (lowercase ‘d’ - people with hearing loss who don’t necessarily view themselves as part of a separate linguistic minority) individuals [1].

Deafness in the UK

In the UK, an estimated one in every three adults is D/deaf, has hearing loss or tinnitus [2]. Furthermore, there are more than 45,000 reported D/deaf children and young people [3]. This figure, however, has to be treated with caution as reported numbers can vary depending on the inclusion criteria of studies as well as people’s decisions to participate/register their deafness with institutions [4]. In reality, it can be assumed that the true number of D/deaf people in the UK exceeds what is currently recorded in statistics.

Historically, when discussing D/deaf people, policymakers and educational institutions have focused on the fact that they do not hear [4] to such an extent that deafness, in and of itself, has been painted as problematic. Past educational literature has painted a picture that D/deaf people are of limited intellectual ability and, it is only in more recent years that evidence has shown this to be categorically untrue [5].

Despite this, educational outcomes for D/deaf students are still lower than the average of all children [6]. Currently, approximately 85% of D/deaf children are taught in mainstream schools [4] and, sadly, do not receive the correct level of support to achieve their full potential.

A classroom filled with various learning resources and materials.

Educational Barriers

In the past, D/deaf children were typically educated at Schools for the Deaf, but, in the UK, most have been closed down [4]. Furthermore, while some universities offer provisions for D/deaf students, none actually provide an education in BSL. Studies have shown that post-secondary education is a predictor of employment and future security [7], so understanding why D/deaf students struggle to successfully engage with these environments is of vital importance.

A 2021 study by Hendry et al. [8] identified three common barriers to inclusive higher education for D/deaf students:

Lack of D/deaf Awareness

Many lecturers, support staff, and peers lack an understanding of deafness and how to communicate accessibly. This includes issues such as lecturers not being visually accessible, peers not knowing how to communicate effectively, and disability services themselves sometimes lacking specialist deaf awareness. This gap leads to both academic exclusion and social isolation.

The English Language

Higher education is heavily reliant on spoken and written English, which creates barriers for D/deaf students whose first or preferred language is British Sign Language (BSL). Course materials, prospectuses, communication with staff, and social interactions are often provided only in English, with little or no BSL-based alternatives, limiting both learning and participation.

Access to Interpreters

While sign language interpreters are essential for access, students often face inconsistent provision, lack of interpreters outside formal teaching (e.g. open days, tutorials, careers advice, social events), or reliance on underqualified communication support workers. This restricts full academic engagement and significantly impacts social inclusion and wellbeing.

What Does Effective Support Look Like?

1. Base Educational Provisions on Evidence, not Beliefs

   Educational decisions should come from peer‑reviewed research, not tradition. Every D/deaf learner is unique, and no single method works for all of them.

   
   

2. Access to Language

   Language access is the single most important factor in outcomes [9]. Children need to have consistent access to a complete language, whether that’s spoken, signed, or a combination of both. Language deprivation, not deafness, drives later academic difficulty.

   
   

3. Technology is a Support, Not a Substitute

   Hearing aids and cochlear implants can significantly improve outcomes for D/deaf students. However, technology must be paired with rich language input and specialist teaching.

   
   

4. Train and Support Specialist Teachers

   The number of specialist Teachers of the Deaf has seen a sharp decline in the last decade [3]. Teacher experience with deaf learners strongly predicts achievement [9]. Effective teachers combine subject knowledge, understanding of deaf cognition, fluency in the chosen communication approach, and student advocacy skills.

   
   

5. Individualise School Placement Decisions

   There is no clear academic advantage of mainstream vs specialist schools overall. Effective models include: co‑enrolment (critical mass of deaf pupils, team teaching), targeted mainstream support, specialist schools for complex needs. Placement should be determined by the child’s learning needs, not administrative convenience.

   
   

6. Address Social‑Emotional Development

   Social inclusion, identity, peer interaction, and self‑esteem are central to success. Access to D/deaf peers, D/deaf adults, and D/deaf‑aware environments supports wellbeing but, also, meaningful interactions with non-D/deaf peers is important too.

References

[1] Brennan, M., Grimes, M., & Thoutenhoofd, E. D. (2006). Deaf students in Scottish higher education. Douglas McLean.

[2] Royal National Institute for Deaf People. (2025, December 8). Prevalence of deafness and hearing loss. https://rnid.org.uk/get-involved/research-and-policy/facts-and-figures/prevalence-of-deafness-and-hearing-loss/

[3] Consortium for Research in Deaf Education. (2025). 2025 UK-wide summary: Education provision for deaf children in England in 2024/25. Consortium for Research in Deaf Education. https://cms.ndcs.org.uk/sites/default/files/2025-12/CRIDE%20England%20-%202025_0.pdf

[4] Berry, M. (2017). Being Deaf in Mainstream Education in the United Kingdom: Some Implications for their Health. University Journal of Psychology, 5(3), 129—139. https://doi.org/10.13189/ujp.2017.050305

[5] Marschark, M. (2006). Intellectual functioning of deaf adults and children: Answers and questions. European Journal of Cognitive Psychology, 18(1), 70–89. https://doi.org/10.1080/09541440500216028

[6] National Deaf Children’s Society. (2025, May). Deaf Statistics. https://www.ndcs.org.uk/about-us/news-and-media/deaf-statistics

[7] Getzel, E., Stodden, R., & Briel, L. (2001). Pursuing postsecondary education opportunities for individuals with disabilities. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (pp. 247–259). Broodes Publishing.

[8] Hendry, G., Hendry, A., Ige, H., & McGrath, N. (2021). “I was isolated and this was difficult”: Investigating the communication barriers to inclusive further/higher education for deaf Scottish students. Deafness & Education International, 23(4), 295—312. https://doi.org/10.1080/14643154.2020.1818044

[9] Spencer, P. E., & Marschark, M. (2010). Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students. Oxford University Press.