Barriers: far more than just architectural obstacles
“I would like to see us more involved in the planning of measures. People who have no personal experience with disabilities often overlook accessibility issues.” – Henrik Schmidt
In terms of accessibility, there is still much to be done across the University of Potsdam’s more than 218,000 square meters. There are stairs without ramps, doors that do not open automatically, and a lack of tactile paving. However, not every challenge can be resolved through structural measures alone. Neurodivergent individuals, for example, do not always cope well with crowded environments and may need quiet spaces to retreat. Others must navigate the fine line between living with a chronic autoimmune disease and the desire for a self-determined life beyond the role of a patient. The more frequent absences of these students are an additional barrier in an academic system that partly relies on compulsory attendance and sometimes offers too few exam dates. Finally, there are also challenges in the digital world, such as when a university’s website or event series features many images but remains inaccessible to blind users because alternative text is missing. And: “Not all barriers are the same, even if two people have roughly the same disability,” says Schmidt, who, thanks to two healthy arms, can force his way through an automatically closing door if necessary. “Many people who rely on electric wheelchairs simply don’t have the strength for something like that.”
One in six students has a disability
According to a survey conducted as part of the “Shaping Diversity” audit, approximately 16% of students enrolled at the University of Potsdam in 2023 had a physical and/or mental disability. “Assuming there are roughly 20,000 students, that amounts to around 3,200,” says Robert Meile, Inclusion Officer for Students at the University of Potsdam. The fact that many of those affected go largely unnoticed is also because mental disabilities, in particular, are rarely visible to others. “These can include specific learning disabilities or neurodivergence,” Meile says. “Not all of them affect academic performance, but many do.”
Has emotional stress among students increased? The data suggests so. The Best studies conducted by the German Center for Higher Education and Science studies and the German National Association for Student Affairs show a significant 20% increase in mental health conditions and stress that impair academic performance compared to 2011. However, this finding may also reflect a change in how students deal with their own disabilities since the study is ultimately based on voluntary self-reports from thousands of students. “It’s quite possible that the prevalence of these disabilities has always been this high,” Meile says. One thing is clear: because they often face additional medical costs and higher living expenses (such as for wheelchair-accessible housing), and are also disadvantaged in the labor market, studying is not necessarily easier for people with disabilities. Even in public institutions like universities, the quota for employees with disabilities mandated by the Equality Act is far from being met. In addition, hospital stays or rehabilitation can significantly extend the duration of studies for people with disabilities. This poses a real problem for funding – such as BAföG – beyond the standard period of study. “If exams are then only offered once a year or advanced modules cannot be taken, we quickly find ourselves back at the structural problem,” Meile says.
“Smaller structures help everyone because individual needs can be better accommodated in classes, and students can build a personal connection with their instructors.” – Robert Meile
Inclusion in everyday university life
How can the university better live up to its commitment to inclusion? He would add a narrow, smoothly paved strip to the paths at Neues Palais and optimize access to restrooms, Henrik Schmidt says. “I would like to see us more involved in the planning of these measures. People who have no personal experience with disabilities often overlook accessibility issues.” Whether a university that regularly awards inclusion prizes for clever ideas designs a planned new campus building on Brauhausberg to meet accessibility standards solely based on DIN standards or with the participation of people with disabilities is far more than a matter of style. The inclusion officer sees another solution that would ultimately benefit all students: more teaching staff, smaller class sizes, and thus a better student-faculty ratio. “Smaller structures help everyone because individual needs can be better accommodated in classes, and students can build a personal connection with their instructors.” At any rate: Assistance for everyday university life can be requested through the integration assistance program of the responsible municipality. In many cases, the municipal funding agency commissions a social organization to provide case-specific assistance; in Potsdam, for example, this includes the Oberlinhaus and the association Einzelfallhilfe-Manufaktur.
Alternatively, students may receive a personal budget and can commission and pay for assistance themselves. Anyone who also needs to apply for academic accommodation, obtain medical documentation, or submit a hardship application already faces significant administrative effort before even beginning their studies. Schmidt, however, isn’t discouraged by barriers and paperwork – quite the opposite. He leads workshops on life in a wheelchair and works on the team of the Inclusion Officer Robert Meile. “I want to gain practical experience and then maybe pursue a master’s degree afterward,” says the 23-year-old. “I want to focus more on labor and organizational psychology or cognitive science.”
The Barrierefreizeit project organizes inclusive social activities for students with and without disabilities, such as excursions, workshops, and group meals. For more information, contact barrierefreizeit@uni-potsdam.de or join the student Zoom counseling service (Mon/Thu, 2–3 p.m.) at: https://www.uni-potsdam.de/de/studium/beratung/behinderung/communityangebot-barrierefreizeit (in German)
Further information on the Inclusive University: https://www.uni-potsdam.de/en/inclusive-university/overview
This article appeared in the university magazine Portal - Eins 2026 „Inklusion“.