Purpose: This systematic review examines the impact of assistive technology (AT) on educational and psychosocial outcomes for students with disabilities (SWD) in higher education. Materials and methods: Qualitative, quantitative and mixed method studies were identified through systematic searches of five databases: PsycINFO, PubMed, CINAHL, ERIC and Web of Science (Social Science Citation Index). Thematic synthesis was carried out to collate findings across papers and the methodological quality of included papers was assessed using a mixed methods appraisal tool. Results: Twenty six papers were included for analysis. Four analytic themes were identified; ‘AT as an enabler of academic engagement’; ‘barriers to effective AT use can hinder academic engagement’; ‘the transformative possibilities of AT from a psychological perspective’; ‘AT as an enabler of participation’. Conclusions: This systematic review demonstrates that AT can promote educational, psychological and social benefits for SWD. However, AT users and AT officers must be aware of certain factors that can hinder effective AT use and thus restrict engagement in the higher education environment. Future AT practices should focus on harnessing the potential of mainstream devices as AT for all students, thus facilitating inclusion and reducing stigma.