Abstract
Young adults experiencing mental health problems are less educated than their peers, putting them in a more vulnerable position for employment and career possibilities. While Supported employment models have been widely implemented, educational supports may be necessary in order to contribute to longer term and sustainable employment. The aim of this study was to describe the state of current research regarding Supported education services for individuals with mental health problems, with a particular focus on studies that address both educational and vocational goals. A scoping review of articles published between 2000 and July 2020 was conducted. Eight databases were searched, titles/abstracts and full-text articles were reviewed for inclusion. The results, which built on 56 included articles, were analysed both descriptively and thematically. The results suggest that the focus in the literature has primarily been on adapting and implementing models for the needs of different populations and contexts. Many of these build on integrated models focusing on both vocational and educational needs. Despite addressing varied populations and working in varied contexts, it is possible to identify a number of essential components when delivering educational support. The review suggests a need to look at work and studies as equally important from a career development perspective. The knowledge base developed through studying supported education services and the educational components of newly emerging services, can contribute to the further development of integrated models for young adults.
Highlights
Young adults experiencing mental health problems, in combination with a lack of opportunities to participate in community life as students and employees, are in a position that may include an increased risk for longterm marginalization and a need for continuing care as adults [27, 53]
The aim of this study was to describe the state of current research regarding Supported education services for individuals with mental health problems, with a particular focus on studies that address both educational and vocational goals
Based on the variation in models presented in the literature and the manner in which these were described, the results suggest what might be seen as a process of evolving services, which are influenced as much by local conditions as by one particular Supported education model
Summary
Young adults experiencing mental health problems, in combination with a lack of opportunities to participate in community life as students and employees, are in a position that may include an increased risk for longterm marginalization and a need for continuing care as adults [27, 53]. Mental health problems among young adults have been reported as one of the most frequently cited reasons for not completing studies [47] and several studies have shown that young people with mental illness are less educated than peers of the same age, which puts them in a more vulnerable position in relation to the increased demands of the labor market [12, 57]. Controlled studies have consistently demonstrated significant gains in employment, when compared with traditional vocational rehabilitation services that emphasize skill training, sometimes referred to as the ‘‘train-thenplace’’ model [10, 39]
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