Students with mental illness perceptions of support services received to overcome the challenges of inclusion in universities

Supported Education Programs aim to help students with severe mental illness (SMI) overcome various barriers they encounter in academic settings. Despite the crucial role these programs can play in promoting the inclusion of students with SMI within universities, there is limited research-based knowledge about what specifically students with SMI find helpful in these programs. Developing such knowledge is essential for creating support services that can help students with SMI overcome the challenges they face during their studies. A study involving 80 students coping with SMI at universities in Israel used a structured questionnaire with an open-ended question. The results show that students rated support for improving learning skills and academic management higher than support for social and academic inclusion challenges. Students found the support with accessibility barriers to be the least helpful. The informal and flexible nature of individual meetings with mentors, along with the personal support and advice given, proved to be important factors for the students. Nevertheless, in addition to one-on-one support, interventions at the social and organizational levels of academic institutions are crucial for creating a supportive environment for SMI in universities.