This paper focuses on widening participation and accessibility in relation to mental health issues and undergraduate psychology students. Sections 1 and 2 set the context and outline the scope and aims of this paper. Section 3 presents evidence of the student experience from the Improving Provisions for Disabled Psychology Students (IPDPS) project. Students in this project all had some form of disability as defined by the DDA (2005). Section 4 provides examples of ways in which learning and teaching about mental health can be designed from an inclusive and accessible perspective. These examples are drawn from work done by the Mental Health in Higher Education (mhhe) project in conjunction with the Psychology Network. Finally, Section 5 notes that research into other minority groups studying psychology reflects very similar findings to those reported about mental health and psychology teaching and learning, and also highlights the need for further research into these areas.