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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| Language: | English |
| Authors: | Alexander M. Fields (ORCID |
| Source: | Journal of Mental Health Research in Intellectual Disabilities. 2025 18(3):301-322. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Students with Disabilities, Inclusion, Mental Health, Access to Health Care, Barriers, Intellectual Disability, Developmental Disabilities, Resources, Services, Emotional Response, Coping, Wellness, Family Influence, Peer Influence, Self Management |
| DOI: | 10.1080/19315864.2024.2424747 |
| ISSN: | 1931-5864 1931-5872 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502932 |
| Database: | ERIC |
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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. |
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| ISSN: | 1931-5864 1931-5872 |
| DOI: | 10.1080/19315864.2024.2424747 |
