This article explores the external factors that have influenced the university success of graduates with invisible disabilities and the recommendations they make to universities to encourage students with disabilities to stay and successfully complete their degrees. This qualitative study involved interviews with 15 graduates from eight Italian universities. The results identified family, peers, faculty, and disability offices as the main factors that influenced their continuation with university studies. Recommendations included the need to provide more information to both students with disabilities (about the services that universities offer to support them) and faculty (about the students with disabilities they have in their classrooms and the necessary accommodations). These factors can be seen as levers for inclusion that benefit the whole university community.

本文探讨了影响隐形残疾毕业生在大学取得成功的外部因素，以及他们向大学提出的鼓励残疾学生留下来并成功完成学位的建议。这项定性研究采访了来自八所意大利大学的 15 名毕业生。结果表明，家庭、同龄人、教师和残疾办公室是影响他们继续大学学习的主要因素。建议包括需要向残疾学生（关于大学为他们提供支持的服务）和教师（关于教室里的残疾学生和必要的住宿）提供更多信息。这些因素可以被视为有利于整个大学社区的包容性杠杆。