The motivation behind my exploration of burnout and invisible disabilities in the context of UX design education at the University of the Arts London (UAL) stems from personal experiences as a part-time lecturer and a UAL alum with an invisible disability. Witnessing the challenges faced by students has fuelled a commitment to understanding and mitigating burnout, particularly for those with unseen disabilities. This research holds immense importance in my role as an educator, aiming to contribute to a positive and inclusive learning environment. It aligns seamlessly with UAL’s dedication to diversity and equity, supporting students’ well-being and academic success. Within the discipline of UX design, where creativity is central, addressing burnout acknowledges the holistic nature of design education. Drawing on prominent voices such as Maslach and Leiter, the research integrates theoretical foundations, while insights from Moriña’s work on disclosure and barriers enhance its relevance. This project is a personal and professional commitment to the well-being of students, resonating with institutional values and contributing to the broader discourse on burnout and invisible disabilities.
“All students, without exception, whether they have a disability or not, and whether their disability is visible or invisible, have the right to learn. Moreover, that learning should be of high quality and students should be able to particulate fully in university life, both academically and socially.”
(Moriña, 2022)