Howdy, y’all! 👋
We’re Kelton and Molly, NDC’s graduate research assistants on the research and data team. You might know us from crunching numbers, chatting with students in interviews, or even dropping a Moo Deng meme or two. Basically, we’re here to keep things moving and make sure NDC is meeting students where they’re at.
But here’s the twist — we’re also students ourselves and (recently) adopted pet parents.
Say hi to Mulan and June!! (aka: our unofficial peer reviewers)
Here’s more about us!
Kelton Blockham
he / him / his
Kelton is a grad student at the University of Texas at Austin studying Higher Education Leadership and Policy.
Molly Headrick
she / they
Molly is a deaf graduate student at Gallaudet University, studying Deaf Studies with a concentration in Cultural Studies.
We’re both students, both researchers, experienced in managing our own accommodations, and both knee-deep in NDC’s belonging interviews — where we’ve been seeing and learning amazing stories straight from deaf college students across the country, yes, literally from the West to the East!
So here’s the thing — when you say “belonging,” everyone thinks they know what that means… but then when you try to break it down, it’s kind of slippery. Is it about having friends? Feeling included? Feeling seen? All of the above?
We’ve been interviewing (and are still interviewing!) deaf college students from across the country. We connected with students from a wide range of backgrounds and institution types, which gave us a wide look at deaf college life today. Now, we’re excited to share some of the themes that kept popping up — along with anonymous student quotes that really capture their voices.
Spoiler: They did phenomenal!
Sections
Theme 1: Student Involvement — “I Can Be a Member, But Not Fully”
Student involvement is supposed to be the heartbeat of college life — clubs, events, leadership roles, late-night rehearsals, all the stuff that helps students feel connected beyond the classroom. But for many deaf students we’ve connected with, that heartbeat can feel out of sync when access isn’t built in.
One student at a large Midwestern University shared:
“Technically, I can go anywhere, but that’s not really the case. I just have to hope whatever organization I’m with isn’t going to put up a fight about accommodations... So yeah, I can be a member, but a full-standing membership who attends on a regular basis? No. I would feel really bad for them (the student organization paying for interpreting services), and I feel like a burden.”
That word — Los resultados se interpretan mejor junto con otros factores, incluyendo tu edad, historia menstrual, salud general y qué tan manejables encuentras tus síntomas en la vida cotidiana. — came up a lot. It’s not about motivation or interest; deaf students want to get involved. The problem is that involvement often comes with mental and logistical demands that most of their hearing or nondisabled peers never have to consider. While no student is a burden, many shared that they sometimes feel like one — a feeling shaped by institutions that were never built with them in mind.
At the same time, we also heard stories of students being invited into the decision-making process, showing that change is possible when their voices are valued from the start.
That same student later shared:
“I serve on the Council of Academic Affairs here... Recently, we had to cut the deaf education program... I was the only person who voted against closing it, and that was really upsetting for me. Being one of the only deaf students at this institution, carrying that burden alone feels really heavy.”
This quote reminded us how often deaf and disabled students end up being the only ones in the room advocating for deaf community needs. Student leadership is often an unpaid, volunteer position, and there’s a cost to it for deaf students, especially. It’s emotional labor — and it can drain motivation over time. (If you’re feeling this, you’re not alone — NDC has a video on dealing with advocacy fatigue that’s worth a watch.) Yet, it also shows the power of students stepping up, even when the challenges are too large to tackle alone.
And then, there are the bright spots — examples of what happens when belonging is intentional. Intentional moments and spaces that even some of these predominantly hearing institutions have created to help their deaf students feel more of a sense of community.
A student at a southeastern university studying nursing shared with us:
“I joined a Living Learning Community my first year, and my floor was an ASL zone where everyone used sign language. A lot of the students were ASL or interpreting majors, and, in my first year, I was the only deaf student, so people were really interested in getting to know me. Even the RA signed, which made it easy to connect. We had weekly meetings and hung out often, and that’s how I met many of my closest friends—three of them are still my best friends now as a junior. That experience really gave me a sense of belonging, with friends and with staff who could communicate with me in my language.”
Moments like this show what true access looks like: students don’t have to “work” to belong — belonging is built into the environment. One accessible organization, event, or peer group can make all the difference. Even a single friend on campus can improve well-being, retention, and institutional attachment. When communication flows naturally — without scrambling for interpreters o asking for captions — students can focus on what matters: community. The takeaway is simple: student involvement shouldn’t depend on cost or who the student has in their corner. When access is built in, belonging isn’t conditional — it just is.
Promising Practices for Colleges and Students to Promote Student Involvement
For Colleges
- Clarify access responsibilities early. Student organizations and departments should have clear, documented procedures on who covers interpreting or captioning costs — and share that antes students have to ask.
- Stop making “that’s how the system works” an excuse. Students don’t need explanations about budget hurdles — they need action, creativity, and collaboration.
- Take ownership of access. When colleges coordinate support across departments, involvement becomes possible for todos, not just those willing to fight for it.
- Access isn’t optional – it’s the foundation. You can’t build an engaged campus community if some students are excluded from the start.
Para estudiantes
- Recuerda: access comes first. It’s not an add-on — it’s the foundation for community and belonging.
- Ask creative questions. If something doesn’t exist (like a new club!), ask about starting it. Your curiosity can open new doors for yourself y others.
- Take care of yourself in advocacy. If you’re the first voice in the room pushing for access, know that your community is behind you — you’re not alone in the work. If you need to escalate, NDC has a guide on how to file a complaint.
- Be observant when touring schools. Ask about access when you see event flyers, campus housing, or student orgs. Notice how people respond — their answers can tell you a lot about how supported you’ll be.
- Trust your gut. College is a big investment, and your access needs should be met with the same commitment and respect that your effort brings.
With all of this in mind, we want to show off what is working from our interviews, and the “green flags” that students look out for as they explore the next steps in their academic journeys.
Theme 2: College “Green Flags” — What Shows a Deaf Student They Belong
When deaf students talk about college choice, they aren’t just thinking about rankings, dorm layouts, or financial aid packages — they’re scanning for what we call green flags. These are the subtle (and sometimes not-so-subtle) signs that tell a deaf student: “You’ll be supported here. You’ll be seen here.”
For many students we interviewed, the search for belonging started long before move-in day.
One student in the Southeast studying nursing told us:
“I went and visited that school and realized that I would’ve been the very first deaf student they had at their college, and I didn’t want that. I didn’t want to become the learning experience for the access office — teach them how to find an interpreter, handle all the other things. It just wasn’t something I wanted to do during college. I decided not to go there because of that. I just couldn’t envision myself there.”
That moment — deciding not to become a “learning experience” — reflects how much extra labor deaf students weigh when making college decisions. The student wasn’t questioning their ability or drive; they were evaluating whether the institution had done its homework on access. Other students described looking for what they call deaf presence — signs of deaf culture, language, and community woven into campus life. And for others, green flags were found at the intersection of multiple identities — where deaf culture met race, heritage, or gender identity.
Another student attending an HBCU in the southeast shared:
“I had the option of going to a predominantly deaf institution, but honestly, when I was thinking about college, I really wanted to focus on my Black identity. Growing up, I didn’t have much exposure to HBCUs until I came here and learned more about the culture and traditions. That emphasis on Black excellence and community really stood out to me — it felt powerful to see people who looked like me and wanted to see me thrive. I felt comfortable, able to be myself, while also being exposed to so many different kinds of people.”
This student’s story shows that belonging is not one-size-fits-all. For some, deaf identity is central; for others, belonging takes shape in shared racial or cultural spaces. For many, it’s a blend of both—or all—parts of who they are. What connects them is the desire for connection without compromise—to be whole, not fragmented, on campus.
Across interviews, we noticed a pattern: green flags often appeared when access was visible and advertised, not hidden behind paperwork or office hours.
One student attending a small private liberal arts school in the northeast shared something with us that is really unique:
“My school recently began a new initiative in the disability services office that provides students with a comprehensive list of common accommodations, organized by disability type. Before this, I didn’t even know that a flexible attendance policy was an option for me. Having that list helped ‘pull back the curtain’ — it gave me the language to advocate for myself, helped me understand the process, and showed that the office genuinely cared about accessibility beyond just the ‘standard’ accommodations.”
That small act — transparency — signaled care. It told students that access wasn’t a favor, it was an expectation. When colleges normalize representation, they communicate: you are not a burden, you are a member of this community.
And it’s not just about offices or policies. Green flags also show up in the environment — the people, the programs, and even the vibes of the space. One student attending a southern university told us about how they found belonging in an unexpected way:
“When I toured my school, I met another deaf student who worked in the student center. They showed me around, introduced me to people, and even helped me figure out who to contact about interpreting. Just seeing another deaf person employed on campus made me feel like it was a place where I could succeed, too.”
Moments like that matter. Representation and visibility aren’t symbolic — they’re structural. Seeing another deaf person thriving in campus life sends a quiet but powerful message: You can, too.
Promising Practices for Colleges and Students on Spotting and Creating Green Flags
If there’s one takeaway from these stories, it’s that green flags aren’t about grand gestures. They’re about readiness. Deaf students notice when colleges anticipate their needs instead of reacting to them. Here are some of the recommendations we want to bring to not only students, but most importantly, the colleges that serve them.
For Colleges
- Show access early. Include interpreters, captions, and ASL visibility in admissions events, campus tours, social media presence, and on your website.
- Promote deaf presence. Highlight deaf programs, ASL clubs, and deaf faculty or staff in outreach materials.
- Be transparent. Share examples of accommodations, explain how to request them, and clarify who covers access costs.
- Take the responsibility. Don’t leave it to deaf students to figure out access on their own. The burden of navigating access—on top of navigating college life—is already heavy and shouldn’t fall solely on the student.
Para estudiantes
- Do your research. Check whether access info is clearly listed online — if you have to dig for it, that’s a red flag.
- Trust your gut. If a campus visit makes you feel unseen or like you’d be “the first,” it’s okay to walk away.
- Look for your people. Seek signs of a deaf community, whether that’s an ASL event, interpreter program, disability pride initiative, or another identity group that feels affirming.
- Come prepared! Connect with deaf alumni who know the institution better than you. Having them not only gives you a shared experience and support person, but it also gives you better insight into the institution.
- It’s your tuition, time, and energy being invested in your future. Don’t settle — make sure it’s right for you.
When campuses advertise access and deaf students see themselves reflected in the environment, belonging begins before the first class even starts. Green flags tell students, you don’t have to fight for your place here — it’s already waiting for you.
Want to go deeper? Explore NDC’s resources on creating welcoming campuses.
Theme 3: Becoming Yourself in College — Fit-Finding and Growth
College can be a turning point for deaf students — not just for academics, but for figuring out who you are, what you care about, and where you feel like you belong. For many, it’s the first time they start building confidence in their deaf identity on their own terms.
Confidence often plays a big part in that growth. One deaf student from the Midwest shares:
“I’ve learned that one of the most important skills I needed in college is carrying myself with confidence. When you truly own your disability or deafness, it leaves less room for others to make comments—and even if they do, it doesn’t affect you as much. I used to always wear my hair down in high school, but now I’ve started wearing it up. It’s okay if people see my cochlear implants.”
It’s a simple statement, but powerful — that shift from hiding to showing up as yourself. College becomes a space to experiment with that, to see how it feels to just be. Also, a gentle reminder that “fit” doesn’t always come right away. It takes time. Sometimes you find it in unexpected places, and sometimes you build it yourself.
We asked another student how it was transitioning from a deaf high school to a hearing predominant HBCU. Here’s what they shared with us:
“Yeah, of course it was tough at first. But I learned how to code-switch. I learned how to ask more questions and really communicate with the people who support me. Getting involved in different organizations helped me feel connected to the school, make friends, and build confidence in myself — especially when interacting with people in new ways.”
This kind of growth doesn’t happen overnight. It’s the everyday moments — learning to self-advocate, joining a new group, or realizing you can lead an organization — that slowly build that sense of “I got this.”
And sometimes, it’s about trying something completely new. This same HBCU-based student shares:
“I got involved in a dance organization, which isn’t something I’d normally do, but it’s a lot of fun! It’s definitely a challenge — the music, the pace, the high standards — but I’ve grown so much. I first saw the group during my first year student organization fair and got more and more involved over time. They’ve taught me all kinds of dance styles, and I’ve met people from so many different backgrounds. Later, I started joining other organizations too, and that gave me even more confidence. Those spaces made my campus start to feel like my second home. Even though I’m the first and only deaf student here, I don’t feel alone anymore.”
You can feel the shift in these stories — from being the “only one” to finding community through shared experiences, opportunities to connect, and seeing yourself belong. That’s what growth looks like: not just surviving campus life, but actually living it.
That’s where we turn next — how campuses can take what we’ve learned from these stories and turn it into real change.
Promising Practices & Advice: Fit-Finding and Becoming Your True Self
For Colleges
- Offer identity-based programming and provide/market access to these spaces for deaf students. They share multiple identities often, and colleges should help them explore these identities and become more themselves.
- Make deaf visibility part of campus life. Highlight deaf students, faculty, and alumni in stories, events, and leadership roles
- Invest in training! Self-exploration shouldn’t fall on one office alone. Equip your residence life staff, student affairs professionals, faculty, and even dining staff with the tools to support students and meet them where they are. Even a brief training on deaf people or basic sign language can make a meaningful difference. Share the responsibility.
- Involve deaf students in campus planning, committees, and feedback processes. Don’t just make decisions acerca de them—make decisions con ellos. Their lived experiences offer critical insights that improve access and belonging for everyone.
- Encourage collaboration between Disability Services, Student Affairs, Athletics, and Identity-based offices. Deaf students often live at the intersection of multiple communities; your structures should reflect that.
Para estudiantes
- Give yourself the space to grow. Some students we interviewed didn’t need campus organizations to explore their identities—but others did. Be intentional about carving out time in your day to focus on yourself, your interests, and your hobbies.
- Take the risk!! Join clubs, events, or organizations that push you a little outside your comfort zone. Growth often starts there.
- Find your people. Whether through deaf groups, identity-based organizations, or shared interests, connection makes campus feel more like home.
- Confidence comes from embracing your identity—deafness included. Whether it’s showing your implants, using interpreters, or signing proudly, your visibility helps normalize access and builds pride for others, too. Ensure to surround yourself with people who celebrate your identities too.
- Access isn’t a one-time request—it’s an ongoing process. Reach out to professors, interpreters, and staff antes challenges arise. Take care of yourself, build your support network, and don’t be afraid to ask for help when you need it. You deserve an environment where you can thrive, not just get by.
Final Thoughts & How NDC Can Help
With these themes in mind, we want to end not just with reflection, but with action and connection. Throughout our interviews, we consistently asked deaf students:
“What’s one recommendation you’d share with NDC to help improve experiences for deaf college students?”
Their stories and what they have to bring guide us. As researchers, we can only show a slice of the story. Even when we share language there are limits to what we can capture on our own. That’s why we want to keep elevating their perspectives and build resource bridges to you, our readers.
Many deaf students emphasized that what works for them is not the same for everyone — pushing back against the misconception that deaf people are all the same. Often, students begin by saying, ‘This is what works for me,’ or share how discovering a new accommodation supported them in a specific moment. From a disability services perspective, it’s unrealistic to expect familiarity with every deaf student’s needs — and that’s okay. What’s important is recognizing that variation exists, and knowing when and where you can turn for help. In fact, many students grow up already knowing this and carry that mindset with them into college.
Belonging looks different for everyone. Every student’s path to connection is different — and that’s exactly why our approaches to support should be, too.
If you’re a deaf student, disability services professional, or college staff member looking for tools, support, or community, here are a few NDC resources you can check out right now:
| Resource | What it Helps With |
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Your go-to hub for navigating college life as a deaf student. From understanding your rights to crafting effective accommodation requests, these guides walk you through real steps to make campus access smoother and self-advocacy stronger. |
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Explore real experiences from deaf students and professionals who’ve been where you are now. Their stories highlight creative solutions, lessons learned, and ways to thrive — perfect for when you need a little inspiration or reassurance that you’re not alone. |
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See how deaf college students’ experiences shape national conversations about access and belonging. You can even share your own story or participate in ongoing studies to help improve support systems across campuses. Share your story or join an ongoing study. |
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Planning for what’s next — whether that’s transferring, finding internships, or launching a career — can be overwhelming. These tools help you set goals, explore transition pathways, and connect with resources designed specifically for deaf students. Follow us and subscribe to our newsletters! |
“Belonging doesn’t just happen — it’s built through access, support, and shared effort.”
Okay, real talk — if you’ve made it this far, you’re basically an honorary member of our research team (we’ll get you an NDC sticker soon 
).
We hope this piece reminds you that belonging isn’t about fitting in — it’s about being seen. Keep finding your people, keep asking for what you need, and keep taking up space. We promise — campus is better with you in it.
Before you go, just remember: college is where you start shaping who you are — and that’s never a straight line. You’ll try things, change directions, maybe even reinvent yourself (a few times). Goodness knows we have— more than once. That’s the point.
Keep chasing what feels authentic, surround yourself with people who get it, and don’t forget that you belong — not because you earned it, but because you’re already enough.
Thanks for growing with us!
We hope this article inspires you — whether you’re a student, educator, or advocate — to see belonging not as a checkbox, but as a living, breathing effort. If you ever want to share ideas, offer feedback, or collaborate on how NDC can better support deaf students, we’re here to learn with you.
Got your own story about belonging in college?
We’d love to hear it — and maybe even feature it in a future post. Contact NDC anytime!
