The Challenges of Inclusion Experienced by Students With Mental Illness in Universities in Israel

Objectives:  The inclusion of persons with severe mental illness (SMI) in universities has become a focus of policy initiatives and as an opportunity  to advance their recovery. However, a limited knowledge exists regarding the actual  experience of students with SMI in the areas of social and academic inclusion. Social inclusion relates to the integration  of students with SMI with other students and academic inclusion relates  to their active involvement in academic studies. 



Method: A qualitative study was conducted with 80 students with SMI participating in Supported Education programs in the major universities in Israel. They responded to open-ended questions about the barriers and difficulties  they experienced to advance their social and academic inclusion, to their experience of sucess and what helped them overcome the challenges and difficulties.



Results:  The findings illuminate barriers to academic inclusion which stem primarily from the effects of the mental illness and barriers to social inclusion which also stem from the approach of students in universities towards students with SMI. The emotional support that the mentors in the Supported Education programs provided was a signficant factor in helping students in these two areas. They especially emphasized the value of the individualized relationships and the safe space they provided.  However, they also indicated that providing support within the individual meetings may not be sufficient to overcome external barriers such as stigma. 



Conclusions:  The findings illuminate the significant contribution  of the individual help provided by the mentors in coping with the inclusion challenges.  However, it is not enough to ensure that the studies of students with SMI will necessarily  engender  their feeling  socially included and integrated.  Therefore, the social and academic inclusion of students with SMI must be addressed at a broader systemic level such as via a whole campus strategy to  promote their inclusion.