Barriers to Occupational Balance among University Students with Physical Disabilities

Abstract

Occupational balance is a fundamental concept in occupational therapy. It refers to an individual’s perspective of having an appropriate mix of meaningful and purposeful occupations in daily life. It is also influenced by personal needs, roles, and environmental contexts. Therefore, maintaining this balance is essential for promoting health, well-being, and active engagement in daily life. For university students with physical disabilities (SWPD), occupational balance is often disrupted by occupational barriers that limit their functional capacity, restrict activity performance, and constrain participation in daily routines. Understanding the occupational barriers experienced by SWPD is crucial to developing interventions and support strategies that promote equitable participation and occupational engagement in meaningful occupations within higher education. This study aimed to explore occupational barriers in relation to occupational balance among SWPD in Malaysia, focusing on their functional status in daily routine occupations. A qualitative exploratory design was employed, and purposive sampling was used to recruit ten SWPD from five different Malaysian public universities. Data were collected through semi-structured interviews. The transcription was performed verbatim and thematically analyzed with the assistance of NVivo software. Methodological rigor was ensured through iterative and systematic coding, reflexivity, peer debriefing, and transparent documentation, enhancing both credibility and trustworthiness of the findings. Five themes emerged from findings, illustrating how occupational barriers affect the occupational balance of students with physical disabilities: Occupational Performance Challenges, Functional Mobility Limitations, Functional Status Constraints, Limited Occupational Participation, and Occupational Deprivation and Withdrawal. These barriers restricted engagement in meaningful occupations, reduced independence in daily routines, and led some students to withdraw from demanding tasks, demonstrating the close relationship between occupational barriers and disturbance in occupational balance. This study is limited to university students diagnosed with physical disabilities and who have intact cognitive functioning, excluding individuals with other disabilities. Data collected from public universities only; hence, findings may not be generalizable to students in private institutions or those with other disabilities. Nonetheless, the findings highlight the need for inclusive campus environments, the strengthening of disability support services, and policies that promote equitable participation. These insights highlight the significance of occupational therapy principles in higher education, emphasizing the need to foster occupational balance, facilitate engagement in meaningful occupations, and promote the overall well-being of students with physical disabilities.