Evaluating Accessibility in New Brunswick High Schools: A Qualitative Analysis of Structural Barriers for Wheelchair Users

Study Design Qualitative descriptive study. Objectives To examine the accessibility of New Brunswick high schools from the perspective of students who use a wheelchair, focusing on how accessibility barriers affect participation, inclusion, and independence. Setting New Brunswick, Canada. Methods Semi-structured interviews were conducted with students who use a wheelchair and had attended high school within the past five years. Participants were recruited through therapist referral from the Stan Cassidy Centre for Rehabilitation. Interviews were transcribed verbatim and analyzed using reflexive thematic analysis in NVivo 14. Results Five themes were identified. (1) Accessibility challenges negatively impacted school experiences : participants described physical and social barriers, including inaccessible elevators, doors, desks, washrooms, and classrooms, which restricted participation and contributed to social isolation. (2) Positive elements of school experience : accommodations and peer support enhanced inclusion, confidence, and engagement. (3) School staff impact accessibility : staff attitudes and willingness to collaborate influenced whether students felt supported. (4) Independence is important : autonomy was central to building confidence, yet most participants reported limited independence at school. (5) Accessibility suggestions : participants recommended improvements to infrastructure, hallway safety, washrooms, and communication processes. Conclusions Students who use wheelchairs continue to experience barriers that limit inclusion and independence in high school settings. Improvements in infrastructure, staff education, and peer interactions may enhance educational experiences. These findings provide insight for educators and policymakers, emphasizing that achieving accessibility goals requires shared responsibility across the education system. Sponsorship This project was supported by the Dalhousie Medical Student Undergraduate Internal Medicine Research Foundation Summer Studentship Program.