Research on assistive technology (AT) outcomes and impacts is lacking in higher education, despite the potential of AT to widen participation and improve students with disabilities (SWD) overall educational experience. A systematic review highlighted the need to examine AT and educational engagement more holistically, the effects of AT on psychosocial outcomes and the impact of AT on identity. This mixed methods study consisted of two phases; a cross sectional survey with SWD (n= 111), which explored the effects of AT on educational engagement and psychosocial outcomes, and a longitudinal qualitative research study consisting of two interviews with SWD (n=14), which explored the impact of AT in student and disability identities and if/how this changes over time. Those with met AT needs scored significantly higher than those with unmet AT needs on 4 educational engagement subscales, well-being and academic self-efficacy. AT use also had a positive psychosocial impact on competence, adaptability and self-esteem. Feeling valued was identified as the driver in the negotiation of identity change/continuity over time across three themes; feeling autonomous and competent, claiming disability and feeling like you belong. Also highlighted was the indirect impact of AT in feeling valued, the strategic use of AT in managing identities and how and why meanings attached to AT change over time. Overall, this thesis demonstrates the significance of meeting AT needs in promoting educational engagement and a positive mindset, the bi-directional relationship between AT and feeling valued, how AT can be considered both an identity threat and means of embracing and managing identity, and the integral role of AT as an enabler and instigator for involvement in collective spaces. This research has significant policy and AT provision implications and highlights the instrumental role of feeling valued in creating an environment where students are comfortable using their AT in higher education.