New research from the Michigan State University College of Education shows how social media provides connection and community for college students, particularly those with disabilities. Published in the Journal of Contemporary Issues in Education, the study examines the nature of students’ social media use and its relationship to social capital and psychological well-being.
Led by Professor Christine Greenhow, the research team surveyed 147 undergraduates nationwide and conducted in-depth interviews with 10 students – five with disabilities and five without.
Students were asked how they use social media in their daily lives, including which platforms they prefer and the purposes those platforms serve. They were encouraged to reflect on how social media influences their relationships, whether it helps them feel connected to others and any challenges they have encountered such as cyberbullying.
The benefits of social
The analysis showed notable differences in how students with and without disabilities approach social media, particularly in the breadth and depth of their engagement.
Greenhow explained, “We saw that students with disabilities used social media for more purposes. It wasn’t just about maintaining relationships; they were creating new ones and actively engaging in online communities.”
The study showed that students with disabilities often rely on social media as a tool for navigating their disability identity. Some participants described using social media to connect with others who shared similar experiences, learn coping strategies and access professional advice.
“While using social media, some students with disabilities have a degree of control that they wouldn’t have in face-to-face interactions,” said Greenhow. “It gives them the ability to show themselves in a way they want others to see them.”
One respondent noted TikTok stood out for its accessibility features, such as captions and text-to-speech tools.
“For students with disabilities, social media is more than a communication tool—it’s a powerful tool for self-advocacy, identity exploration, and access to vital resources and supportive communities that foster belonging and well-being,” said Connie Sung, a study co-author.
The findings highlight social media’s role in promoting a sense of belonging and enriching learning environments, which Greenhow describes as “crucial for all students, but especially for those with disabilities.” This sense of connection is key to academic success and well-being.
Researchers on the study included Marisa Fisher, associate professor in the Department of Counseling, Educational Psychology and Special Education, Connie Sung, a former Professor in Rehabilitation and Counseling (University of Michigan) and Educational Psychology and Educational Technology Ph.D. students Aisel Akhmedova and Jennifer Sutcliffe.
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