Introduction: Differential attainment (DA) – systematic differences in training and assessment outcomes when grouping individuals by demographic characteristics – is a pervasive problem in health professions education. Despite evidence of its prevalence, there have been few qualitative studies relating to disabled learners’ experiences of differential attainment. This represents a significant gap, as understanding disabled learners’ experiences is key to developing effective interventions that mitigate the impact of differential attainment.

Methods: We used critical poetic inquiry to explore the lived experiences – including emotional, cultural, and contextual dimensions – of differential attainment for disabled health professions students. We constructed poems following a secondary analysis of a large interview dataset (n = 123 participants) from one institution. We focused on students who disclosed disability (n = 18), narrowing to health professions education (n = 10).

Results: Poems reflect individuals’ experiences of DA. Four themes were constructed, within which we use poems to illustrate key connections: The perseverance stereotype, Managing the hidden curriculum, Privilege and access, and Surviving, not thriving. These themes illustrate the complex interplay of systemic barriers, ableist stereotypes, and privilege in the educational journey of disabled students.

Discussion: The poems reveal the often-unseen struggles of disabled learners, challenging ableist perceptions and highlighting the necessity of inclusive practices. Our findings underscore the need for a shift in educational approaches, advocating for universal design and comprehensive support systems that consider the unique experiences of disabled learners. This study lays the groundwork for future research to develop interventions that address DA in a more inclusive and equitable manner, ensuring educational environments support all learners effectively.