Most people have experienced ill health of one kind or another from time to time, but usually this has been temporary in nature. Some people, however, have long term or permanent conditions which have been present from birth or acquired during life. The effects of these depend on the person’s age, circumstances and the nature of the conditions and/or treatment. 

Many are also affected by stress and the environment.  For some these cause physical or sensory disabilities but for many others stamina is most affected. This means that planning an evenly distributed workload with the possibility of delayed/staggered deadlines is important.  This consideration is particularly significant when students have had time off and need to catch up as well as cope with the demands of new studies.

Students with these conditions may not see themselves as having a disability and may not have indicated on their application form for the course that they have a particular need.  People with such conditions may also face considerable prejudice from those around them and this also may restrict their disclosure of their condition. It is therefore particularly important that it is known that tutors will be sympathetic to students with such hidden disabilities.

Etiquette:

• Avoid discussing the student’s condition in front of other students - respect confidentiality.
• Be discreet, do not make an issue about students who need to leave the room temporarily, for example, to eat during a class or who need to make frequent trips to take care of personal needs. 
• Some students need a place of privacy for taking medication including injections; others may need a place of rest.

Enabling Strategies:

• If a tutor believes a student’s health is not good it may be helpful to talk to them about it. Tutors should not, of course, suggest variations from the medically prescribed treatment, however, if existing treatment appears to be unhelpful/inadequate, a return to their doctor can be recommended.
• Stress from new situations or pressure may adversely affect people, for example, those with asthma. Try to make the student feel welcome, at ease and confident. Helping students to prepare for exams or assignments is likely to ease the pressure considerably.
• The physical environment will affect some conditions, for example, dust, smoke, or dampness may trigger an asthma attack. Students are likely to have their medication with them, but tutors should know where to seek help if necessary.
• Diet and “eating times” are crucial parts of the treatment of some conditions, and this must be taken into account.
• Students may not appreciate the level of stress (albeit positive, exciting stress) that fieldwork can cause, and few students with a medical condition look obviously “disabled”. Tutors must therefore be sensitively aware of the additional pressures/demands on the student and be prepared to take appropriate steps to help when needed.
• For some people, health and safety issues may need to be considered, though people with medical conditions tend to have a very realistic idea of their limitations but for people with uncontrolled epilepsy, for example, it maybe necessary to discuss the safety of certain activities in particular with regard to laboratory settings, practical work situations or field trips.

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