A new Department for Education commissioned research report, published on 30 April 2026, has looked at what one part of DSA support feels like for students, and what good quality support looks like from the student point of view. The report focuses on “non- medical help”, the human support funded through DSA that helps students access their studies.
This article explains what the research found, what DSA can pay for, what non-medical help is (and what it is not), and the current maximum annual funding levels in England and Wales.
The report is persuasive in that if you think you may be eligible, it is sensible to explore DSA early. The evidence shows that, when it is working well, non-medical help is not a nice to have. For many students it is a practical, confidence-building support that helps them stay engaged and succeed.
What is Disabled Students’ Allowance?
DSA is support that helps cover study-related costs you have because of a disability, long- term illness, mental health condition, or specific learning difficulty. It can be available alongside your other student finance.
There are two points to comfort students straight away. First, the amount and type of support depends on your individual needs, not your household income. Second, you do not need to pay DSA back.
DSA can fund several categories of support, including specialist equipment, non-medical helpers, extra travel linked to your disability, and other disability-related study support such as additional printing.
Medical help and non-medical help: what is the difference?
Students may worry that asking for support means entering the world of medical treatment, diagnosis, or therapy. DSA is not that. It is about study-related barriers and practical solutions for students.
What we mean by medical help
Medical help is treatment or clinical care delivered by health professionals. It includes medication management, therapy delivered as healthcare, clinical mental health treatment, hospital care, or GP and consultant services. The DSA research itself distinguishes non- medical help from NHS style clinical support, noting that NHS support is typically clinical and therapeutic, while DSA funded mentoring is study-focused and practical.
What we mean by non-medical help
Non-medical help, often shortened to NMH, is the human support some students need to access their studies. It includes roles such as British Sign Language interpreting, specialist mentoring, and specialist study skills support.
Importantly, the report also clarifies that these roles are not intended to provide counselling, advocacy, or subject specific tutoring. They focus on helping you understand academic expectations, identify barriers to learning, and build practical strategies and independence.
Examples of non-medical help students can receive
Non-medical help can look different depending on your needs and the recommendations made after your study needs assessment. Guidance gives examples of British Sign Language interpreters and specialist note-takers.
The 2026 research report also sets out the specialist roles it examined, including:
- Specialist Mentor for mental health
- Specialist Mentor for autistic spectrum conditions
- Specialist study skills and strategy support for autistic spectrum conditions
- Specialist study skills and strategy support for specific learning difficulties, and
- Specialist support professionals for deafness, vision impairment, and multi-sensory impairment.
Students described sessions covering practical study skills such as note-taking methods, reading strategies, planning assignments, proofreading support where appropriate, stress management, organisation, and support with communicating with academic staff.
It is worth emphasising that DSA funded support can be both practical and confidence-building, with a focus on skills you can keep using long after the session ends. The research repeatedly links effective support with actionable strategies, flexibility, and tailoring to the individual.
What the research reveals
1. Most students describe the support as high quality
Across the different types of non-medical help examined, a majority of students rated their support as high quality, with high quality ratings ranging from 51% to 64% depending on the support type.
The highest overall quality ratings in the survey were for Specialist Mentor support for mental health at 64% high quality, and Specialist Mentor support for autistic spectrum conditions at 61% high quality.
This is encouraging as it illustrates the support is not theoretical or marginal. Many students experience it as a meaningful, professional service that improves their ability to study.
2. It helps students stay engaged with their studies
One of the clearest headline findings is about engagement. The research found that 80% of students said the non-medical help they received supported them to engage with their studies either a lot or a little. Students gave examples which included meeting deadlines more consistently, improved time management, better grades, and for some, avoiding the need to withdraw from their course. The research explicitly notes that for a handful of students, support was pivotal in preventing withdrawal.
3. Students often get the format that works best for them
The support can be delivered online or in person, and students differ in what helps them most.
In the survey, remote support was the most common, used by 68% of students, while 14% received in person support most or all of the time, and 13% had a mix. Crucially, where students had a preference, 82% were able to access support in their preferred mode.
The report also links perceived quality to whether students received support in their preferred mode, with much higher quality ratings when the mode matched what the student wanted.
The practical takeaway is that it is worth stating your preferences clearly during the process, and raising it if what you receive is not working.
4. Good support is tailored, practical, and relationship-based
Students consistently described effective support as tailored to their disability and needs, flexible in scheduling and content, and focused on practical strategies they could actually use. They also emphasised the relationship with the support worker: continuity, empathy, proactive communication, and a sense of being listened to mattered a great deal.
Many students reported a personalised support relationship that helped them structure work, reduce feelings of being overwhelmed, and build independence.
5. Many students felt more confident and less isolated
The research includes qualitative accounts of students feeling reassured, more confident, and less alone in the challenges of higher education.
Students described having someone who believed in them, held them accountable, and helped them plan and prioritise. Some also described reduced feelings of isolation and improved wellbeing as a result of consistent contact and encouragement. These are significant findings. Confidence, routine, and a sense of support can directly affect attendance, engagement, and assessment performance.
What is the maximum DSA funding in England and Wales?
Funding levels in England and Wales are different.
England
For students eligible through the English system, undergraduate and postgraduate students can get up to £27,783 for support for the 2026 to 2027 academic year.
Wales
For students in Wales, full time and part time undergraduate and postgraduate students can get up to £34,671 for the 2026 to 2027 academic year.
Where non-medical help fits alongside university support
Another reassuring finding in the research is that students see non-medical help and university based support as meeting different needs.
The report found that 76% of students were receiving other forms of disability support alongside non-medical help, most commonly support from their university. Students often described university disability and wellbeing services as helping with reasonable adjustments and administrative processes, while non-medical help provided regular, tailored, study focused support.
This is important because some students may hesitate to apply for DSA, thinking they should rely solely on their institution. In practice, many students use both, and the research suggests they can be complementary.
When to consider DSA and non-medical help
If any of the following circumstances resonate, it may be worth exploring DSA and non- medical help.
- You may have difficulty processing information in lectures while taking notes.
- You may struggle with organisation, planning, and breaking tasks into manageable steps.
- You may find reading and writing more time consuming because of a specific learning difficulty.
- You may experience anxiety, low mood, or overwhelm that affects study routines and engagement.
- You may need accessible formats, communication support, or specialist input linked to sensory impairment.
If these examples reflect your own experience, you may be entitled to structured support. The research shows that, for many students, this support helps them engage, build confidence, and perform closer to their true potential.
Frequently asked questions
Is DSA only for physical disabilities?
No. The guidance explicitly includes mental health problems, long-term illness, and other disabilities. Student Finance Wales uses similar wording and examples, including mental health conditions and specific learning difficulties such as dyslexia and ADHD.
Do I have to pay DSA back?
No, DSA does not need to be repaid.
Is DSA means tested?
The type of support and how much you get depends on your individual needs, not your household income. Student Finance Wales also states the award depends on individual needs, not household income.
What does non-medical help actually involve?
The research report defines it as human support to access your studies, including specialist mentoring, specialist study skills support, and communication support such as British Sign Language interpreting. Students reported sessions focused on planning, study strategies, organisation, and practical support with assignments.
What is the maximum DSA I can get?
In England, up to £27,783 for 2026 to 2027.
In Wales, up to £34,671 for 2026 to 2027.
Closing thought: support is there to help you succeed
The most valuable message from the 2026 research is that where non-medical help is well matched, it provides practical strategies, structure, and confidence. Most students rated their support as high quality, and four in five said it helped them engage with their studies.
We all know that higher education is demanding. If you are carrying additional barriers because of disability, health, or a learning challenge, using the support you are entitled to is a practical step towards equal access.
If you are unsure where to start, begin with the official DSA guidance, talk to your university support team, and consider applying early.