It includes a physical, mental, mental or sensory impairment which, in combination with various barriers, may prevent a person from participating fully and effectively in society on an equal basis with others.

Barriers may also result from medical conditions including serious illness, chronic illness, or any other physical or mental health condition that prevents participation in the program.

Both students and employees can apply for 100% of the amount based on documented actual costs.

Barriers resulting from social background such as limited social competence, anti-social or high-risk behaviour, social marginalization or status as a (former) offender or a person who uses (or has used) addictive substances or alcohol can be a barrier. Other social barriers may stem from family circumstances, for example being the first person in the family to gain access to higher education, or a parent (especially a single parent), carer, breadwinner or orphan, or a person who has lived or in currently living in institutional care.

Cultural differences can be perceived as barriers by people from any background, but on those with disabilities can have a particular impact. These differences can represent significant barriers to learning in general, especially for people from migrant or refugee families (particulary newly arrived migrants), members of national or ethnic minorities, users of sign language, people with difficulties with language adaptation or cultural integration, etc. When participating in in any kind of program activities, the confrontation with foreign languages and cultural differences can discourage an individual and in some way limit the benefits of this participation. These cultural differences may even prevent potential participants from applying for support through the program, thus representing a general barrier to participation overall.

People who, for various reasons, find it difficult to achieve satisfactory results in education and training systems, early leavers, people not in employment, education or training (NEET) and low-skilled adults may experience obstacles. Although other factors may play a role, these educational difficulties, although they may also be related to personal situations, mostly result from an education system that creates structural limitations and/or does not fully take into account the specific needs of the individual. Individuals may also face barriers to participation if the structure of the educational programs within their studies makes it difficult for them to be mobile in education or training abroad.

Barriers may arise due to discrimination related to gender, age, ethnic origin, religion, belief, sexual orientation, disability or cross-cutting factors (a combination of two or more of the above discrimination-related barriers).

If people live in remote or rural areas, small islands or peripheral/outermost regions, suburbs, less served areas (limited public transport, lack of amenities) or less developed areas of third countries, etc., this can be a barrier.