This document discusses supported education for individuals with mental health issues pursuing post-secondary education. It describes recovery as living a satisfying life even with mental health limitations, and identifies education as important for recovery by providing opportunities. Common mental health conditions are listed, and supported education services are identified as a promising practice involving individualized supports to help students achieve their education goals. A strengths-based assessment approach is recommended to identify students' readiness. Accommodations for various mental health issues are proposed, such as flexible course loads, note takers, or recording lectures. Resources for mental health supports in the local Vancouver community are also listed.

1. THRIVING IN POST-SECONDARY EDUCATION
SUPPORTED EDUCATION
FOR INDIVIDUALS WITH
MENTAL HEALTH ISSUES

2. RECOVERY
 The concept of recovery in mental health
refers to living a satisfying, hopeful and
contributing life even when faced with
limitations caused by mental health problems
and issues.
 Education is an important part in the recovery
process- providing choices, better work/career
opportunities, and can be therapeutic.

3. Mental Health Conditions:
 Affective Disorders: Major Depression, Bipolar
Disorder
 Anxiety Disorders: Panic disorder, social
phobia, generalized anxiety disorder,
obsessive compulsive disorder, post-traumatic
stress disorder
 Schizophrenic Disorders: Schizophrenia,
Psychotic disorder, Schizoaffective Disorders
 Eating Disorders
 Substance Use Disorders
 Personality Disorders

4. Framework for Success
 Supported Education Services have been identified in
MH to be promising practices in helping folks achieve
their education goals.
 Refers to the individualized specialized supports and
services to assist each person to be successful in their
academic study
 Core elements are: strength-based assessment, career
planning, academic survival skill building, connection to
disability supports on campus, and connection to MH
supports and services
 Identification of readiness: MH stability, timing, wellness
plan, supports in place, previous experience/knowledge
of academic demands, commute, financial situation,
part-time vs. fulltime, learning strengths/needs, prepare
and plan

5. Strength-based assessment
includes 6 dimensions:
 Focus on individuals’ strengths rather than pathology-personal
attributes, talents and skills, environmental
strengths/supports, interests and aspirations
 Personal recovery/coping style- task or process-oriented,
cognitive vs. emotional
 Current stage of recovery process; acute/crisis, post-traumatic,
stocking taking, re-building, reaching out
and consolidation
 Family and social networks- interactions
 Community Resources- church, neighbourhood
 Disability , impairment, insight, reversed or accepted?
“Rapp and Goscha ( Strengths- Model) 2006”

6. Supported Education Toolkit
Higher Education Support Toolkit
Developed from Boston University Center
for Psychiatric Rehabilitation 2009. This
toolkit is helpful to:
 Identify common difficulties experienced by
students e.g. Student self-assessment
inventories
 Consider strategies and accommodations –
specifically for students with mental health
issues
 Provides staff with a guide to psychiatric
disorders, related difficulties, explore options
and possible actions

7. Student Self-Assessment
Checklist:
 Psychosocial skills
 Communication skills
 Behaviour
 Perception
 Relationships
 Thinking and Learning
 Medication
 Self-care
 Emotions
 Treatment Needs
 Resource Needs

8. Possible Accommodations
 Tape record class
 Note taker
 Pre-arranged breaks
 Preferential registration
 Preferential seating
 Flexible withdrawal dates
 Reduced course load
(but maintain full-time
status)
 Use scribe, reader, or
word processor for
exams
 Beverages in class
 Take exam in quiet space
 Noise buffers
 Extra time for exams and
assignments
 Obtain copies of
instructor’s lecture notes
 Provide regular feedback
to student
 Access to proof-reading /
editing service
 Academic coach or tutor

9. Processing Speed Impairment
 Recommendations for student:
 Focus on subjects not heavily dependent on time limit
 Set aside appropriate time to complete tasks
 Possible Accommodations:
 Permission to record lectures
 Extra time to take exams

10. Impaired Attention /
Concentration
 Recommendations for student:
 Get to class early
 Sit at front of class
 Schedule classes at preferred time of day
 Do homework in shorter sittings
 Keep a scheduler / day planner
 Schedule rest breaks between classes
 Exercise before class
 Possible Accommodations:
 Tape recorder or note taker
 Take tests in a separate room / distraction-reduced
environment

11. Fatigue / Decreased Stamina
 Recommendations for students:
 Schedule courses at preferred time
 Ensure rest time between courses
 Exercise before class
 Possible accommodations:
 Decreased course load w/o losing full-time status
 Preferential registration date

12. Impaired Learning / Memory
 Recommendations for students:
 Write things down: journal and day planner
 Learning to categorize, rehearse, visualize, and chunk
information
 Depth of processing (understanding vs. memorization)
 Multi-modal learning (i.e. written, oral, visual)
 Study Skills course
 Possible accommodations:
 Receive verbal and written instructions
 Permission to tape record lectures / note taker / borrow
notes
 Provide opportunity for student to clarify instructions /

13. Restlessness
 Recommendations for students:
 Get to class early and find appropriate seat
 Exercise before class
 Schedule breaks between classes
 Possible accommodations:
 Pre-arranged breaks during class
 Allow student to doodle, use stress ball, etc.

14. Panic Attacks
 Recommendations for students:
 Get to class early / sit near door
 Keep cold water: apply to hands or face as needed
 If frequent, inform instructor at beginning of course
 Learn relaxation strategies (e.g. deep breathing,
grounding techniques)
 Possible accommodations:
 Permission to leave classroom if panic attack occurs
 Preferential seating

15. Exacerbation of MH
symptoms:
 Recommendations for student:
 Try to communicate absence as soon as possible
 Request extensions on course requirements
 Request to arrange an “incomplete” rather than fail
course
 Possible accommodations:
 Flexible dates for withdrawal (e.g. retroactive
withdrawal)

16. Executive Functioning
Impairment
 Recommendations for student:
 Use a day planner
 Break large tasks into smaller parts
 Avoid multi-tasking (one task at a time)
 Minimize distractions
 Work with an outline
 Courses / support around time management, prioritizing,
planning/organization, study skills
 Possible accommodations:
 Access to lecture notes / outlines
 Flexible dates for withdrawal (e.g. retroactive withdrawal)

17. Resources for Mental Health
Supports in Vancouver Community
 Vancouver Community Mental Health teams :
Occupational Therapists, Peer Support Workers,
Youth Inner City Outreach Mental Health (St. Paul’s
Hospital)
 Community Link Program : Referral by GP
 Support Groups : Canadian Mental Health
Association, Mood Disorders Association , Kettle
Society
 Consumer Initiatives for Support Groups (VCH):
Wellness Recovery Action Plans( WRAP) Groups
 Gastown Vocational Educational Services : Youth
program (16-30 years ) and Adult Employment
Program

18. References
Boston University Center for Psychiatric
Rehabilitation (2009). Hig he r Ed uc a tio n Sup p o rt
To o lkit: As s is ting Stud e nts with Ps y chia tric
Dis a bilitie s .
Canadian Mental Health Association (2004). Yo ur
Educ a tio n – Yo ur Future : A Guid e to Co lle g e a nd
Unive rs ity fo r Stud e nts with Ps y chia tric
Dis a bilitie s . Accessed on January 22, 2014 at
www.cmha.ca/youreducation/