| Sumario: | The study explores how disabled students experience -microaggressions as everyday expressions of disablism within higher education institutions. Using Interpretative Phenomenological Analysis (IPA), the study examines everyday interactions that undermine disabled students' autonomy, identity and status as epistemic and social participants. Eight domains of microaggressions were identified, including denial of identity, patronisation, and desexualisation, highlighting how these practices contribute to marginalisation and exclusion. The findings suggest that such experiences are rooted in structural norms that frame disability as deviance from the expected academic subject. Rather than treating inclusion as a matter of individual accommodation, the study calls for attention to the cultural and institutional mechanisms that regulate access to knowledge, belonging and visibility. Through the lens of disability studies, the analysis repositions disabled students not as exceptions to be managed, but as voices that expose the limitations and harms of normative academic life. Points of interest: This article examines how disabled university students in Greece experience subtle, everyday forms of exclusion, often described as microaggressions, that affect their sense of belonging and participation in academic life. Rather than treating these incidents as isolated misunderstandings, the study shows how they reflect wider cultural assumptions that position disability as a problem to be managed rather than as part of human diversity. Students described feeling underestimated, overlooked, or praised for ordinary achievements, revealing how universities may unintentionally reinforce unequal expectations about competence and independence. The findings suggest that improving inclusion requires more than physical access or formal accommodations; it calls for changes in everyday attitudes, teaching practices and institutional culture.
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