The coping strategies used by university students with physical disabilities in managing psychological challenges in Tanzania

University Students with Physical Disabilities (USPDs) often experience stress, anxiety, and depression arising from academic, social, and environmental barriers. This study examined the coping strategies USPDs use to manage psychological challenges in selected universities in Morogoro Region, Tanzania. A convergent parallel mixed-methods design was employed. Purposive and snowball sampling recruited 74 students. Quantitative data were collected through questionnaires, including an adapted Brief COPE inventory, and analysed in SPSS using descriptive statistics, paired-samples t-tests, and hierarchical multiple regression. Qualitative data were gathered through semi-structured interviews and analysed thematically. USPDs used emotion-focused coping significantly more than problem-focused coping (M = 19.43, SD = 3.95 vs. M = 13.97, SD = 3.85), t(73) = 7.67, p < .001, d = 0.89. Registration with disability support services was the only significant predictor of problem-focused coping, explaining an additional 11.2% of variance after controlling for demographic characteristics and disability severity. Residence was the only significant predictor of emotion-focused coping, with off-campus students scoring lower; interviews did not explain this association, and its cause cannot be established in a cross-sectional design. Common emotion-focused strategies included breathing exercises, sharing with peers, entertainment, and spiritual practices. Problem-focused strategies, such as task management and seeking academic support, were less frequent because many stressors were perceived as beyond students’ control. Limited institutional support encouraged temporary avoidance responses, such as ignoring, to regulate emotions. The study concludes that strengthening disability support services and inclusive learning environments may promote adaptive coping and psychological well-being among USPDs.