Objective: The purpose of this study was to explore elements of high-quality mental health education from the perspective of individuals with mental health lived and living experience, and to initiate dialogue about how this could be better achieved in contemporary higher-education curricula. Methods: Six semi-structured interviews and one focus group were conducted between June and August of 2024. Reflexive thematic analysis was used to analyse the data. Results: Three themes were created from the data analysis: (a) embracing holistic, values-based approaches; (b) the need to socially embed students in safe learning environments; and (c) the impact and burden of shared living experiences. Findings of this study highlight the critical importance of integrating lived and living experience into tertiary mental health education to challenge traditional diagnosis-focused models in the curriculum. In addition, they advocate for the inclusion of mental health knowledge as a core component of education across health disciplines. Conclusion: This research contributes to the evidence base, urging the development of transformative, inclusive, and socially responsive mental health education that reflects the realities of service provision and includes the perspectives of people with lived and living experience.
Green et al. (Wed,) studied this question.