Some context/reflections before my blog post:
Two months ago, a student stopped me in the corridor, tearfully asking if we could talk. During our conversation, she revealed that she has fibromyalgia, a chronic pain condition affecting her studies. She also disclosed that she had never informed any staff member about her condition or applied for an EC or ISA, despite being months away from graduation. She explained that her fear of being misunderstood, along with the emotional burden of explaining or justifying her condition, had prevented her from seeking support.
Our encounter was coincidental but, to me, also serendipitous as my partner has fibromyalgia.
Fibromyalgia is often misunderstood and, until recently, was regarded as a mental rather than a physical condition. As a result, many face delays in diagnosis and treatment (my partner waited six years). Attitudes are slowly shifting in the aftermath of the Covid-19 Pandemic as the spotlight on long-covid is also shining a brighter light on other chronic illnesses, but misunderstanding is still widespread.
In that moment, I was in a fortunate position to relate to her experience—though, of course, my own experience doesn’t fully mirror hers. If she had confided in me about any other condition, I might not have been able to respond as meaningfully. This conversation has stayed with me, prompting reflection not only on her specific situation but on the broader challenges faced by students with chronic illnesses or ‘invisible’ disabilities. How can we meaningfully support students if they do not feel comfortable disclosing a disability and if it is not discernible?