ABSTRACT This article explores the experiences of youth with disabilities in Saudi Arabia universities, focusing on their agency, activism, and navigation of exclusionary academic structures. Drawing on the concept of Cripping the Campus , the study integrates both quantitative ( n = 510) and qualitative ( n = 30) surveys to examine psychosocial outcomes and lived experiences. Youth participants reported challenges including cognitive fatigue, stigma, and dilemmas around disability disclosure, while simultaneously engaging in strategies of self‐advocacy, peer solidarity, and collective action. We position this work as participatory and youth‐led, emphasizing how centering youth voices contributes to social justice in higher education. Lessons from this study highlight the potential for youth‐led activism to shift university cultures from mere inclusion to empowerment and demonstrate the radical possibilities of research conducted by and for youth with disabilities.
Nizar H. Bagadood (Wed,) studied this question.