Supports and barriers to higher education and employment for individuals diagnosed with mental illness

Abstract

OBJECTIVE: This study examined supports and barriers to higher education and employment based on quantitative and qualitative reports of individuals diagnosed with mental illness who were enrolled in a program that addressed higher education and employment goals. PARTICIPANTS: Forty-eight adult participants with various mental health diagnoses. METHODS: A one-group posttest quantitative survey design and qualitative focus groups were used. RESULTS: The mean number of supports for higher education was 9.8 and for employment was 6.2. Quantitative supports with the highest endorsement rates reflected a combination of supports internal and external to the individual. The qualitative data reflected supports primarily external to the individual. The mean number of barriers for higher education was 4.8 and for employment was 4.25. Barriers common to both higher education and employment in the quantitative and qualitative data reflected internal barriers such as fears and anxieties, lost motivation and inability to concentrate. CONCLUSIONS: Quantitative and qualitative results demonstrate that substantial internal and external supports and barriers exist for individuals diagnosed with mental illness with goals of higher education and employment. Individuals would benefit from an approach that is customized and includes an evaluation of supports and barriers and internal and external resources to address them.