The journey to my student identity: A grounded theory study on supported education for young adults with mental health problems

Support for developing a work identity hasbeen shown to be essential for the recovery process ofyoung adults with mental health problems. Sinceresearch shows that the development of a student roleduring the educational years for these young adultsmay be interrupted, this time period may be relevant toexplore in order to support career development and thecritical transition to adulthood for this target group. Toexplore young adults’ experiences of participating insupported education that is integrated with vocationaland mental health services, reflecting the process ofdeveloping a student identity while struggling withmental health problems. A grounded theory designwas used. The material consists of 17 individualinterviews with young adults aged 18–29 years whowere receiving supported education. Young adultswho study while having mental health problemsencountered structural barriers and challengedengagement in education that created a gap betweenthe students and the regular education system. Accessto supported education was reported to decrease thisgap and formed a bridge that to facilitate educationalachievements. The achievements were related toseveral personal benefits that were important for theexperience of meaning and identity development inthe future. Supported education can contribute toenabling the development of student identity foryoung adults with mental health problems. Thisinvolves an engagement process and positive identityformation that may reduce stigma and is thereforeimportant for the personal recovery process and careeradvancement