Evaluating Educational and Employment Services for Young People With Psychiatric Conditions: A Systematic Review

Thompson, Judy; Holloway, Katherine; Karyczak, Sean; Serody, Megan; Lane, Ian A; Ellison, Marsha Langer; Gill, Kenneth J.; Davis, Maryann; Mullen, Michelle G

doi:10.1176/appi.ps.202000033

Cited by 5 publications

(1 citation statement)

References 66 publications

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“…No progress appears to have been made regarding the strength of the evidence supporting SEd, as the past decade produced only three small randomized controlled trials on SEd. Despite the fact that little effect research has been done, there is great interest in SEd worldwide (see e.g., Annapally et al, 2021; Corrigan et al, 2020; Kinney et al, 2020; Liljeholm et al, 2021; Lövgren et al, 2020) and in the integration of SEd and supported employment (see e.g., Cohen et al, 2020; Humensky et al, 2019; Nuechterlein et al, 2020; Thompson et al, 2021). This warrants further effect research.…”

Section: Discussionmentioning

confidence: 99%

Supported education for students with psychiatric disabilities: A systematic review of effectiveness studies from 2009 to 2021.

Hofstra¹,

Velde²,

Farkas³

et al. 2023

Psychiatric Rehabilitation Journal

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Objective: For more than a decade, an increase in psychiatric disabilities has been reported worldwide among students in postsecondary education. Supported Education (SEd) interventions support students with psychiatric disabilities to return to or remain in education. As not much is known about the effectiveness of SEd, we conducted a systematic review of the research on the effects of SEd on educational functioning, including study success and student satisfaction. Method: The EBSCOhost Complete browser (e.g., ERIC, MEDLINE, PsycARTICLES, PsycINFO, SocINDEX) was used to search for peer-reviewed studies representing effectiveness data on SEd published in English or Dutch/Flemish between 2009 and 2021. The quality of the research was assessed for all studies included. Results: A total number of seven studies were eligible. The results indicated a positive impact of SEd on the educational functioning (e.g., educational attainment, grade point average, comfort with the student role) of students with psychiatric disabilities. In addition, effects on time spent on educational activities, interpersonal skills, and sustained attention/vigilance were found. The quality of the studies appeared to be moderate. Conclusions and Implications for Practice: The limited available evidence suggests the added value of SEd interventions for the educational functioning of students with psychiatric disabilities. Reviewing the effectiveness of SEd was difficult due to differences in the SEd interventions used, the generally small research populations, and differing research designs. To improve the quality of research on this subject, future studies should overcome the identified shortcomings. Impact and ImplicationsThis study found indications that students with psychiatric disabilities who receive support through an Supported Education (SEd) intervention are more successful at school and feel more comfortable in their student role than before they received SEd or than students who did not receive SEd. Hence, SEd interventions may contribute to the educational and consequently vocational success of people with psychiatric disabilities.

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