The Recovery College model as a collaborative space for learning and building capabilities

Introduction: The Recovery College (RC) model is an innovative approach to mental health education, providing a collaborative learning environment within an adult education program. The learners collectively learn and empower themselves to better address issues of psychological well-being and mental health. The RC model defines four mechanisms of action operating within the training program to achieve the desired outcomes. These mechanisms are linked to a variety of learning models which represent the main focus of this research. This research aims to explore how learners who have participated in RC training courses describe their learning experience. Findings will be compared to existing models of learning in educational science and ergonomics, particularly through work on adult education.

Methods: This qualitative research is based on a secondary analysis of 28 interviews with RC learners in Quebec (Canada). Data are analyzed using an inductive approach and Goldsmith’s (2021) qualitative research analysis framework.

Preliminary results: Learners on RC training courses report a rewarding learning experience, emphasizing its enriching content, collaborative, safe and egalitarian relationships, and mutual support among learners. They appreciated the interactive and participatory approach, which focused on lived experiences, different types of knowledge and fostered empowerment and enhanced mental health skills.

Conclusions: The discussion explores how RC integrates elements of different learning models and their impact on mental health recovery. It proposes a preliminary positioning of the RC model, highlighting its potential role in improving mental health pedagogical methods and supporting individuals' recovery journeys.