Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry.
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| Title: | Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry. |
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| Authors: | Fields, Alexander M.1 (AUTHOR) fieldsa@fau.edu, Castle, Madeline2 (AUTHOR), Smith Hill, Rebecca B.3 (AUTHOR), Perez, Lucas M.3 (AUTHOR), Lewis, Olivia J.4 (AUTHOR) |
| Source: | Journal of Mental Health Research in Intellectual Disabilities. Jul-Sep2025, Vol. 18 Issue 3, p301-322. 22p. |
| Subject Terms: | *Mental health of college students, *Postsecondary education, *Mental health education, *Developmental disabilities, *Intellectual disabilities |
| Abstract: | Introduction: This study sought to explore the lived experiences of college students with intellectual and developmental disabilities (IDD) and their understanding and access of mental health resources, as well as potential barriers to accessing these resources. Method: Fourteen college students with IDD enrolled in an inclusive postsecondary education (IPSE) program completed a semi-structured interview about their experiences with mental health resources. The research team utilized interpretative phenomenological analysis (IPA) and generated group experiential themes from exploratory notes and individual experiential statements. Results: Following data analysis, six themes emerged that describe the participants' experience with the phenomena (i.e. understanding, accessing, and barriers to mental health resources). The themes are: (a) using resources and services provided by an IPSE program; (b) using resources and services provided by their Institute of Higher Education (IHE); (c) satisfaction with current IHE resources available; (d) family and friends as a mental health resource; (e) recognizing importance of and attuning to emotions; and (f) navigating barriers to mental health resources. Conclusion: These themes highlight potential practices and policies that the Institutes of Higher Education (IHE) and IPSE programs may consider as they strive to make higher education and mental health resources more accessible to individuals with IDD. Limitations and future research suggestions are also provided. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mental Health Research in Intellectual Disabilities is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Introduction: This study sought to explore the lived experiences of college students with intellectual and developmental disabilities (IDD) and their understanding and access of mental health resources, as well as potential barriers to accessing these resources. Method: Fourteen college students with IDD enrolled in an inclusive postsecondary education (IPSE) program completed a semi-structured interview about their experiences with mental health resources. The research team utilized interpretative phenomenological analysis (IPA) and generated group experiential themes from exploratory notes and individual experiential statements. Results: Following data analysis, six themes emerged that describe the participants' experience with the phenomena (i.e. understanding, accessing, and barriers to mental health resources). The themes are: (a) using resources and services provided by an IPSE program; (b) using resources and services provided by their Institute of Higher Education (IHE); (c) satisfaction with current IHE resources available; (d) family and friends as a mental health resource; (e) recognizing importance of and attuning to emotions; and (f) navigating barriers to mental health resources. Conclusion: These themes highlight potential practices and policies that the Institutes of Higher Education (IHE) and IPSE programs may consider as they strive to make higher education and mental health resources more accessible to individuals with IDD. Limitations and future research suggestions are also provided. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19315864 |
| DOI: | 10.1080/19315864.2024.2424747 |
