This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community-based learning. We used a framework for servicelearning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist, and participatory action research frameworks, to guide our interviews with staff members of community organizations about their experiences and beliefs about the ethical obligations of faculty and students partnering with service-learning courses. We found that the community organization perspective deepened our understanding of the categories elaborated in the Wendler framework

The relationship between literacy and health has been well documented: research shows that people with limited literacy skills have worse health outcomes for numerous chronic conditions. However, little is known about how literacy relates to mental health, including access to treatment and recovery. A pilot study was conducted with mental health services users with varying literacy skills at two urban, public mental health clinics to more fully understand how literacy affects the lives of people living with serious mental illness. The study was designed using a Community‐Based Participatory Research approach; mental health service users informed the development of the interview guide. Findings demonstrate that those with limited literacy skills experience increased stigma, have fewer options for accessing information about conditions and treatment plans, and may be excluded from certain cognitive‐behavioral treatments that require basic literacy skills. These barriers can significantly affect service utilization and mental health outcomes.

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