Date of Conferral

5-15-2025

Date of Award

May 2025

Degree

Doctor of Psychology (Psy.D.)

School

Education

Advisor

Matthew Howren

Abstract

Research regarding older adults with hidden disabilities in the field of adult online learning remains scarce, including a lack of research on older adults with a diagnosis of bipolar disorder. Although the needs and struggles of college students with bipolar disorder aged 18-25 in online learning have been identified, few studies have been done to uncover the needs and struggles of older learners with bipolar disorder aged 40-65. This study explored the academic experiences of these individuals to better understand their unidentified and unmet needs. This study was grounded within the community of inquiry framework. This basic qualitative study recruited 8 older learners with bipolar disorder to describe their experiences attending graduate school using semi structured interviewing. Data was analyzed using qualitative research synthesis, inductive content analysis, and iterative coding. Results indicated that older learners with bipolar disorder had overall negative online learning experiences from bipolar disorder symptoms affecting their academic success, and the lack of bipolar disorder representation in university documents discouraged students from seeking disability accommodation. Offering university faculty and staff training about bipolar disorder and other hidden disabilities would have implications for positive social change by aiding in the creation of specialized support systems tailored to the unique needs and challenges of these individuals, and clarifying misconceptions associated with hidden disabilities for reducing stigma in online higher education.

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