Mainstream education as a possible route to recovery and social inclusion: a review
| DOI | https://doi.org/10.1108/MHRJ-03-2018-0008 |
| Date | 10 December 2018 |
| Pages | 246-252 |
| Published date | 10 December 2018 |
| Author | Susan Atkinson,Benjamin Collis,Justine Schneider |
| Subject Matter | Health & social care,Mental health |
Mainstream education as a possible route
to recovery and social inclusion: a review
Susan Atkinson, Benjamin Collis and Justine Schneider
Abstract
Purpose –The purpose of this paper is to focus on the findings of a review of the Learning Advice Service
which provided mainstream learning opportunities and individual support to people using mental health
services. The service was decommissioned after 15 years due to service reconfiguration and cost-cutting.
Design/methodology/approach –Semi-structured interviews were carried out with members of the
Learning Advisor’s caseload by a researcher with no affiliation to the NHS or the Institute of Mental Health and
no connection to the clients. The researcher also transcribed and analysed the interviews. This ensured that
there could be no personal or positive bias. The clients faced significant mental health challenges and used
the Learning Advice Service to facilitate and support their entry into mainstream learning.
Findings –The service enabled individuals facing significant mental health challenges to gain access to
adult, community, distance and further and higher education facilitated by individual advice, guidance and
support. They were able to broaden their sense of identity beyond that of someone using mental health
services and to widen their social and educational base.
Research limitations/implications –Lack of funding within mental health services to continue this type of
work limits research which would further explore the value of mainstream education in the recovery of people
with a mental health diagnosis. While this cohort was small because of funding and staffing constraints,
it would be possible to generalise to a larger scale, using flexible person-centred ways of working if the will,
staffing and funding were made available. Further research is certainly indicated as current practice has
moved away from mainstream inclusion to discrete provision with associated limitations.
Practical implications –The practical implications include the development of autonomy and the
development of a sense of identity that is separate from a mental health diagnosis and where appropriate to
gain qualifications and further the student’s knowledge.
Social implications –Social implications include broadening one’s experience, developing communication
skills in a broad context, transferable skills, independence and strengthening one’s sense of identity separate
from a mental health diagnosis.
Originality/value –Individuals from a variety of educational and other backgrounds who expressed an
interest in pursuing education in mainstream facilities were encouraged and supported in doing so in flexible
and individual ways. It appears to be more usual that people using mental health services are encouraged to
learn in groups comprising other people using such services, frequently on mental health service premises
with associated limitations.
Keywords Recovery, Education, Mental health
Paper type General review
Introduction
Considerable research exists which suggests that education has a wide range of beneficial
outcomes for adult s other than the acqui sition of qualific ations and experie nce leading to
inclusion in the lab our market. Whethe r learning is acquir ed in community edu cation (informal
education with a range of delivery approaches in local classes) or in further and higher
educational sett ings (Feinst ein et al., 2008; Field, 2009) benefits such as “wellbeing”,
“discovery”or “inclusion”have be en identified by the a uthors of these paper s as positive
outcomes for participants. There has been much less research into the effects of education for
those adults who use m ental health serv ices. The small pocke ts of evidence that do exist are
mainly from resear ch in the USA and tend to be specific to the college systems op erating there
Received 31 March 2018
Revised 12 June 2018
Accepted 3 July 2018
Susan Atkinson is Independent
Researcher based in
Nottingham, UK.
Benjamin Collis is Medical
Doctor based at The Royal
London Hospital, London, UK.
Justine Schneider is Professor
of Mental Health and Social
Care at the Institute of Mental
Health, University of
Nottingham, Nottingham, UK.
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MENTALHEALTH REVIEW JOURNAL
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VOL. 23 NO. 4 2018, pp. 246-252, © Emerald Publishing Limited, ISSN 1361-9322 DOI 10.1108/MHRJ-03-2018-0008
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