Abstract
Support for developing a work identity has been shown to be essential for the recovery process of young adults with mental health problems. Since research shows that the development of a student role during the educational years for these young adults may be interrupted, this time period may be relevant to explore in order to support career development and the critical transition to adulthood for this target group. To explore young adults’ experiences of participating in supported education that is integrated with vocational and mental health services, reflecting the process of developing a student identity while struggling with mental health problems. A grounded theory design was used. The material consists of 17 individual interviews with young adults aged 18–29 years who were receiving supported education. Young adults who study while having mental health problems encountered structural barriers and challenged engagement in education that created a gap between the students and the regular education system. Access to supported education was reported to decrease this gap and formed a bridge that to facilitate educational achievements. The achievements were related to several personal benefits that were important for the experience of meaning and identity development in the future. Supported education can contribute to enabling the development of student identity for young adults with mental health problems. This involves an engagement process and positive identity formation that may reduce stigma and is therefore important for the personal recovery process and career advancement.
Highlights
Persons experiencing mental health problem are less educated than persons of the same age, and this puts them in a weaker position in relation to the labour market [21, 47]
Emerging categories were checked through axial coding where the relationships were investigated, and questions about created conditions were posed. This part of the analysis focused on codes and categories that refer to the process, i.e., ongoing actions and interactions, of developing student identity among young adults’ experiencing mental health problem
Informants experienced structural barriers and challenges to engagement in education, which presented a wide gap between the informants and available regular education in the community
Summary
Persons experiencing mental health problem are less educated than persons of the same age, and this puts them in a weaker position in relation to the labour market [21, 47]. Experiencing mental health problems at this age influences social, occupational, and other important areas of functioning [2, 49] This may prevent the development of important milestones and changes associated with adulthood [9, 26, 48, 49]. Increasing the risk for long-term adverse outcomes is low educational level and interrupted career development [42]. Of those not involved in education, more than half want to return to school to develop skills and enhance career advancement, as well as to find different forms of opportunities for personal growth [25, 33. Were being able to continue education is a fundamental first step in the process of developing natural age-related life roles [12, 43]
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