University students with specific learning disorders (SLDs) continue to encounter substantial challenges despite increased access to higher education (HE). This systematic review synthesized evidence on (a) strategies and accommodations students with SLD use to achieve academically, (b) psychological consequences of their learning experiences, and (c) the role of institutional policies and practices in fostering inclusion. Following PRISMA guidelines, 34 studies published between 1994 and 2024 were identified through Scopus, Web of Science, ERIC, PsycINFO, and PubMed. Eligible studies examined formally diagnosed SLDs (dyslexia, dyscalculia, dysgraphia, dysorthographia) in HE. Students with SLDs rely on compensatory strategies—metacognitive regulation, time management, and assistive technologies—that support participation but demand disproportionate effort. Psychological evidence highlights elevated anxiety, stigma, and reduced confidence, although self-efficacy and resilience often act as protective factors. Institutional frameworks provide formal rights, but implementation is inconsistent, with faculty awareness emerging as a decisive factor. Accommodations are indispensable yet insufficient when poorly delivered. Findings underscore both the resilience of students with SLDs and the fragility of institutional support, reinforcing the need for a universal design and greater faculty engagement.
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