A mixed-methods systematic review of the academic and psychosocial experiences and requirements of disabled students in online higher education was conducted to understand what is known and identify potential areas for improvement. Five databases were searched for full-text, peer-reviewed journal articles published in English between 2017 and 2023, focusing on students enrolled in dedicated online education courses in higher education. Preliminary searches resulted in 1229 studies, of which 14 were extracted for thematic synthesis. Five themes were found: (1) The importance of staff-student relationships; (2) Flexibility makes it easier; (3) Challenges related to disability; (4) A need for adaptable support services; (5) Isolation and stigma in peer relationships. Findings showed that while the flexibility of studying online offers an additional access route into higher education for disabled students, gaps in academic support and adaptable accommodations add additional barriers, while fear of stigma from peers creates feelings of loneliness and exclusion.