This dissertation examines the support structures available to students with disabilities (SWDs) in three public universities in Ghana and assesses their relationships with the well-being of these students. The research highlights the essential role of socio-emotional and academic support in enhancing SWDs' success and well-being within higher education setting. By using a cross-sectional study design, the dissertation draws on data from the disability services offices of Kwame Nkrumah University of Science and Technology, University of Education – Winneba, and University of Ghana – Legon. Findings revealed a considerable gap in the social, academic, and career support provided to SWDs, underscoring the lack of accessible resources and the profound needs of these students. The study elaborates on the barriers to success for SWDs, including limited institutional preparedness and inadequate support mechanisms. Recommendations for practice and policy emphasize the need for universities to enhance their support services, aiming to enhance access to social, academic, and career support to meet the needs and improve the well-being of SWDs. This research contributes to a deeper understanding of the challenges faced by SWDs in Ghanaian universities, providing a foundation for future initiatives to foster a more inclusive higher education environment.
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