This study presents a qualitative exploration and analysis of the experience students had participating in college level, campus based educational programs with the assistance of a clubhouse based "mobile" supported education program. The study offers an analysis of responses to a structured interview schedule provided by 26 former and current students of the program during a series of focus groups at the clubhouse. The study presents findings regarding the dilemma faced by students who must choose discretion in disclosing information about their past psychiatric backgrounds, the nature of "support" in supported education, and the role of those who provide that support. The study concludes that students' perceptions of stigma on campus become a significant source of anxiety and concern. The fear of being labeled "mentally ill" by others persists on campus despite a very accepting and helpful attitude by students, teachers, and other campus support staff. In addition, the nature of support and the role of the support givers described by students suggest that the students' primary group relationships (e.g., friends, other students, other program members), are crucial aspects of their support both on and off campus.

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The integration o f supported education for members at the post secondary school level into the clubhouse model at Laurel House in Stamford, Connecticut, has been a successful collaboration o f the clubhouse and local educational institutions. The development o f this program and its preliminary outcomes, as well as the relative importance o f several vari ables, are discussed.

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