Disabled Students’ Allowance (DSA) assessors are under growing pressure. Caseloads are rising and, while many students receive equipment and training through DSA, they can still struggle with organisation, motivation and emotional resilience in everyday study.

In 2025, Aspire invited DSA assessors and assistive technology professionals to take part in an anonymised survey, asking a simple question: what do you value most about Aspire when recommending it to students?

More than 60 assessors responded. Their answers, taken together, reveal why Aspire is increasingly seen as a dependable recommendation in real assessment settings.

Evidence base

Who contributed: DSA needs assessors, assistive technology trainers and service managers

How feedback was gathered: anonymised survey

Why quotes are anonymised: to reflect common themes across responses rather than individual endorsements

One place, not a patchwork of tools

A consistent theme in assessor feedback is relief at having a single platform to recommend, rather than a fragmented set of tools that students must stitch together themselves.

“It gives students one place to get help with study, AT, and keeping themselves organised without jumping between loads of different tools,” said one service manager. “It just makes life easier, and a lot more doable for people who need a bit of extra support.”

Several assessors described Aspire as a “one stop shop” or “the complete package”, particularly valuable for students who struggle with executive functioning, task initiation and overwhelm.

“Aspire is not just training, but so much more.” DSA assessor

Built around how neurodivergent students work

Assessors repeatedly highlighted usability and clarity as reasons they trust Aspire. Navigation, layout and structure were cited far more often than individual features.

“The simplicity of it, and easy navigation,” said one DSA needs assessor. Another described the platform as “engaging and very user friendly”, adding that it worked well for students with ADHD, dyslexia and autism.

Importantly, assessors linked this usability to independence. “It focuses on skills which students can learn to use independently,” said a senior assessor, “both in their studies and also taking these skills into the workplace.”

This focus on transferable skills came up repeatedly, suggesting Aspire is valued not just as a study aid, but as preparation for life beyond education.

Several assessors also noted that students often hesitate to ask follow-up questions after initial training sessions. Tools that allow private, self-paced exploration reduce that barrier.

Wellbeing support that sits alongside study

A striking feature of the feedback is how often mental health is mentioned, not as an optional extra but as something woven into everyday academic support.

Assessors praised Aspire for recognising that learning, organisation and wellbeing are inseparable. One highlighted its “holistic approach to support”, while another noted that it provides “mental health support built in for students who may not be eligible for this support via DSAs or who need further help between sessions”.

Several assessors pointed to Aspire’s role in early intervention. “It helps students identify what they need to focus on, essentially making their learning journey more visible, and motivating,” said one respondent. Another said it “helps students better understand and manage stress, anxiety and hurdles to wellbeing and productivity”.

“Incredibly comprehensive and a game changer for managing stress and executive dysfunction.” Youth Voice Ambassador, Direct Education Business Partnership

Practical, usable support

“The videos are well organised, easy to follow, and really helpful” Assistive technology trainer

Assessors are pragmatic about what works. Feedback repeatedly referenced features that support day-to-day progress, such as planning, deadline tracking and structured tutorials.

“The videos are well organised, easy to follow, and really helpful,” said one assistive technology trainer. Another highlighted Aspire’s tutorials as filling gaps left elsewhere, including “resources that are nearly impossible to find elsewhere, such as videos of software on Macs”.

Time management also featured strongly. “It helps to keep the student on track with deadlines,” said one needs assessor. Others described the planning and organisation tools as “straightforward to use”, supporting structure without adding cognitive load.

Recent additions such as AI-guided support allow students to revisit assistive technology questions privately and at their own pace, extending the value of initial training sessions.

A recommendation assessors are confident making

Across the responses, a sense of professional confidence stands out. Assessors do not describe Aspire as suitable only for narrow circumstances. Instead, they emphasise its versatility.

“It’s very versatile, and can be recommended for various challenges,” said one assessor. Another described it as “neurodivergent friendly, with a wide range of resources alongside the AT support”.

For assessors working within tight timeframes and accountability frameworks, this confidence matters. Recommendations need to stand up in practice, not just in theory.

About Aspire

Aspire is a digital platform designed to support neurodivergent individuals and those managing mental health challenges. It combines task management, reflective journaling and wellbeing resources in a single environment, alongside training in more than 50 assistive technologies. Aspire is used across education and workplace contexts, including Disabled Students’ Allowance and Access to Work.

Independent recognition

Aspire was named App of the Year at the 2025 Prolific North Tech Awards, recognising its impact, innovation and adoption in real-world settings.

What this feedback shows

“It’s not just about getting them through university. It’s about giving students skills they can carry forward.” DSA Assessor

Taken together, assessor feedback points to a clear conclusion. Aspire is trusted because it reflects the realities assessors see every day: students juggling academic demands, emotional pressure and organisational challenges, often with limited support.

Rather than adding another tool to an already crowded landscape, Aspire offers assessors something rarer: a platform they feel confident recommending, knowing it will be used and understood.