Perspectives of Veterinary Students with Disabilities, Neurodiversity, and/or Chronic Conditions on a Career in Equine Practice: A Qualitative Study.

Overview

• This study investigates how veterinary students in the UK and Ireland who have disabilities, neurodiversity, or chronic conditions perceive and experience pursuing careers in equine veterinary practice.
• It highlights challenges such as ableism, lack of relatable role models, and environmental barriers that influence their career decisions and participation in equine practice.

Research Context and Purpose

• Equine veterinary practice is traditionally viewed as exclusive and not very supportive of people with disabilities or neurodiverse conditions.
• This exclusivity contributes to difficulties in recruiting and retaining diverse professionals in the equine veterinary field.
• The study aimed to understand the factors influencing veterinary students who identify as disabled, neurodiverse, or with chronic conditions (referred to as VSDNCC) in their choice to pursue or avoid equine practice.
• Researchers also examined how experiences during equine placements (practical work outside the university) affect students’ career decisions.

Methodology

• A qualitative phenomenological approach was used, focusing on participants’ lived experiences and perceptions.
• Semi-structured interviews were conducted via Microsoft Teams to capture detailed personal insights.
• Participants were veterinary students aged 18–29 from UK and Irish veterinary schools, recruited through social media and referrals.
• The sample size included six individuals with a range of disabilities and neurodiverse diagnoses, many having multiple conditions.
• Thematic analysis was applied to interview transcripts to identify patterns and themes related to career influences and experiences.

Key Findings: Themes and Subthemes

• Four overarching themes with seven subthemes emerged from the data, reflecting varied influences on career decisions:
• Nature of Work and Environment: Physical demands, mobility requirements, and sensory challenges influenced students differently based on their specific conditions.
• Workplace Accessibility and Environment Control: Students with mobility impairments emphasized the need for accessible facilities, while neurodiverse students valued the ability to control sensory stimuli and reduce stressors.
• Team Dynamics and Social Inclusion: Positive or negative interactions with colleagues and mentors greatly affected students’ sense of belonging and career outlook.
• Preparedness and Support during Placements: Experiences during extramural studies were critical, with many students reporting ableism and lack of accommodations impacting their training and confidence.
• Perceptions about equine practice were often diagnosis-dependent, indicating the need for tailored support and understanding.

Ableism and Role Models

• Many participants encountered ableism during equine extramural studies, manifesting as prejudice, lack of accommodations, and exclusionary attitudes.
• This negatively influenced their experience and sometimes discouraged them from pursuing careers in equine practice.
• None of the participants had met equine veterinarians with disabilities or neurodiverse conditions, pointing to a deficit in visible role models within the profession.
• The absence of relatable role models makes it harder for VSDNCC students to envision successful careers in equine practice.

Recommendations

• The study suggests that greater openness from practicing equine veterinarians about their own disabilities or neurodiversity would help normalize diversity and provide encouragement.
• Creating supportive learning environments is essential, including:
• Encouragement to develop practical skills in a safe and accommodating setting.
• Implementation of reasonable adjustments tailored to individual needs.
• Promotion of inclusive attitudes to counter ableism and improve social integration.
• These strategies could improve the perception of equine practice as more welcoming and inclusive, encouraging more VSDNCC to consider it as a viable career path.

Conclusion

• The equine veterinary field currently appears unwelcoming to many veterinary students with disabilities, neurodiverse profiles, or chronic conditions, due largely to environmental barriers, ableism, and lack of visible role models.
• Efforts to increase inclusivity through transparency, support, and accommodation are crucial to diversifying the profession and addressing recruitment challenges.
• This study offers valuable insights for educators, employers, and professional bodies to foster a more equitable and supportive equine veterinary workplace.