PurposeThe purpose of this paper is to explore whether one Recovery College reflects its community.Design/methodology/approachRecovery College students’ demographics and protected characteristics were compared with the general population and the population of people using local mental health services.FindingsRecovery College students were representative of the local community in terms of ethnicity, religion or belief and sexual orientation. Fewer Recovery College students were over 60 years old or men.Practical implicationsRecovery Colleges may be more accessible to people who are often under-served and under-represented in mainstream mental health services, including people from BAME backgrounds and people who identify as LGBT. Recovery Colleges may need to engage more men and more older people. Recovery Colleges aim to be inclusive and open to all but need to ensure that this is a reality in practice.Originality/valueThis is the first study to explore who accesses Recovery Colleges and whether they are inclusive and open to all.

Background: Recovery Colleges address mental health challenges using an educative approach underpinned by a collaborative recovery orientated philosophy. Research has been limited with no studies identified reporting research on the design and delivery of a specific course.Aims: To understand how Recovery College students and tutors experience the design and delivery of a mental health Recovery College course, specifically the “‘Building Resilience” course.Method: Thematic analysis of qualitative data related to the experience and process of collaboration in recovery college course design and delivery. Data included 13 qualitative individual interviews with course students and tutors and “naturally occurring” data generated through course preparation and delivery.Results: Findings drew attention to the centrality of: prior experience and design related to students, tutors and the course structure; co-delivery related to tutors and co-learner impacts; and to the course methods and environment.Conclusions: Commitment to collaboration in design and delivery of Recovery College courses can mobilise the diverse experiences and expertise of tutors and students. The environment and methods of learning have a significant impact and should be considered alongside content. Boundaries between people and areas of knowledge and experience that arise can be viewed as sources of creativity that can enrich courses.

Purpose The purpose of this paper is to explore what affects attendance at Recovery College, what students who have missed classes perceive to be the barriers to attendance and suggestions for improvement. Design/methodology/approach Survey of 16 students who have missed Recovery College classes. Findings The most common reasons for non-attendance were personal factors associated with physical illness; competing commitments or life events; and worries about other students and anxiety. Recovery College factors included inconvenient location, time or date of the course and poor communication from the college. Students found individual learning plans (ILPs) helpful and that they improved attendance. Recommendations are made to improve attendance through clearer information and communication; ILPs, text reminders before classes and phone calls from tutors if students miss classes. Originality/value Many services are looking at how to become more cost effective – improving attendance is one such way. This paper offers an analysis of barriers to attendance and makes recommendations about how attendance can be improved.

Purpose– The purpose of this paper is to explore Recovery College from a student perspective and consider what contributes to making Recovery College effective.Design/methodology/approach– The authors draw on interviews with students, course feedback forms, a detailed narrative of one of the authors’ experiences as a student and the authors’ own reflections.Findings– Students’ experience is that Recovery College is effective because of the social relational factors, learning from other students and the collaborative co-production approach; the educational approach learning skills and knowledge, and choice and progression to personal goals.Originality/value– This paper explores key aspects of Recovery College from a student perspective, informing the authors about possible components to their effectiveness.