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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
Language: English
Authors: Alexander M. Fields (ORCID 0000-0002-1280-2655), Madeline Castle (ORCID 0000-0003-3949-7977), Rebecca B. Smith Hill (ORCID 0000-0002-7761-1534), Lucas M. Perez (ORCID 0000-0001-5725-8916), Olivia J. Lewis (ORCID 0000-0003-3888-1125)
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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  Value: <anid>AN0186344829;[5ew6]01jul.25;2025Jul04.07:15;v2.2.500</anid> <title id="AN0186344829-1">Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry </title> <p>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.</p> <p>Keywords: College students; intellectual and developmental disabilities; interpretative phenomenological analysis; inclusive postsecondary education; mental health</p> <p>Over the last few decades, there has been increased representation of individuals with disabilities in the Institutes of Higher Education (IHEs; Kauffman et al., [<reflink idref="bib10" id="ref1">10</reflink>]), specifically individuals with intellectual and developmental disability (IDD). Previous scholars have provided varying definitions of IDD, however most contend that IDD is defined by significant limitations in an individual's intellectual and cognitive functioning, as well as impairments in learning, physical, and social behaviors that interfere with daily and adaptive functioning (AAIDD, [<reflink idref="bib1" id="ref2">1</reflink>]; Schalock et al., [<reflink idref="bib29" id="ref3">29</reflink>]). Legislation, such as Section 504 of the Rehabilitation Act ([<reflink idref="bib35" id="ref4">35</reflink>]), the 1990 Americans with Disabilities Act (ADA; PL 101–336), and more recently, the Higher Education Opportunity Act of 2008 (HEOA; PL 110–315), helped pave the way for individuals with IDD to gain access to postsecondary education. These legislative efforts have outlined the legal expectations of institutions receiving federal funding, including barring discrimination against otherwise qualified individuals to enter IHEs. While these legislative efforts promote the inclusion of students with disabilities within IHEs, there are still a myriad of barriers that interfere with individuals with IDD receiving an equitable postsecondary education (Shaewitz & Crandall, [<reflink idref="bib30" id="ref5">30</reflink>]).</p> <p>Mental health concerns (e.g., depression, anxiety, stress) can be a barrier for college students successfully engaging in their coursework and completing their postsecondary program of study (Gopalan et al., [<reflink idref="bib8" id="ref6">8</reflink>]; Wang et al., [<reflink idref="bib36" id="ref7">36</reflink>]). From a sample of 373 campuses, Lipson et al. ([<reflink idref="bib17" id="ref8">17</reflink>]) estimated that 60% of college students meet criteria for a mental health disorder, a number that is expected to rise as a result of the COVID-19 pandemic (Kim et al., [<reflink idref="bib11" id="ref9">11</reflink>]). In Liu et al. ([<reflink idref="bib18" id="ref10">18</reflink>]) survey of 2,067 undergraduate and graduate students in 2020, they found that students with at least one disability reported more stressors than students without disabilities in all stressor domains. Additionally, there is evidence that individuals with intellectual disability specifically are at an increased risk for anxiety and depression (Whitney et al., [<reflink idref="bib37" id="ref11">37</reflink>]). Moreover, college students with IDD's mental health concerns may be exacerbated by symptomatology associated with their IDD that makes their college experience increasingly difficult (e.g., difficulties in learning, heightened emotional sensitivity, and struggles with social interactions; McKnight-Lizotte et al., [<reflink idref="bib19" id="ref12">19</reflink>]; Whittle et al., [<reflink idref="bib38" id="ref13">38</reflink>]). Barriers to accessing mental health supports, such as lack of practitioner training in working with people with IDD, have been reported (Whittle et al., [<reflink idref="bib38" id="ref14">38</reflink>]). Coduti et al., ([<reflink idref="bib4" id="ref15">4</reflink>]) noted that higher education staff and faculty's lack of understanding for the needs of college students with disabilities may contribute to factors that inhibit emotional wellness and create added stress during their college experience.</p> <p>The prevalence of co-occurring mental health conditions in adults with IDD has been reported to be as high as 59% (Reichard et al., [<reflink idref="bib28" id="ref16">28</reflink>]). Despite this, research suggests that people with IDD may not be receiving adequate mental health care in the community (Lineberry et al., [<reflink idref="bib16" id="ref17">16</reflink>]). The development of mental health services for individuals with IDD is minimal due to a lack of recognition at the primary care level and insufficient numbers of trained professionals with specialized services (Oakes, Hickerson, et al., [<reflink idref="bib21" id="ref18">21</reflink>]). However, young adults with IDD have unique mental health service needs (Kramer et al., [<reflink idref="bib12" id="ref19">12</reflink>]), especially as they transition out of high school and into postsecondary education settings.</p> <p>Previous scholarship has sought to identify the help-seeking behaviors, perceptions, and access of mental health services for college students with IDD. From a national sample of college students (<emph>n</emph> = 454,029), including individuals with IDD, Oswalt et al. ([<reflink idref="bib25" id="ref20">25</reflink>]) concluded that college students are increasing their mental health service utilization. However, Oswalt et al. ([<reflink idref="bib25" id="ref21">25</reflink>]) noted that college administrators have reported a lack of providers. The Office of the Surgeon General ([<reflink idref="bib23" id="ref22">23</reflink>]) corroborated this report and described the lack of providers within schools and universities as a "public health crisis." Although limited, studies that specifically investigate college students with IDD suggest that these students have mental health experiences that warrant future investigation (McKnight-Lizotte et al., [<reflink idref="bib19" id="ref23">19</reflink>]; Oakes, Hickerson, et al., [<reflink idref="bib21" id="ref24">21</reflink>]). A national survey of young adults (<emph>n =</emph> 76) with comorbid diagnoses found that 65.2% report it is difficult to find a doctor who understands both their intellectual disability and their mental health concerns (Kramer et al., [<reflink idref="bib12" id="ref25">12</reflink>]). Similarly, Lake et al. ([<reflink idref="bib13" id="ref26">13</reflink>]) reported that young adults with IDD have historically had concerns receiving mental health services due to a lack of access to competent providers, a barrier that is expected to be exacerbated by the COVID-19 pandemic.</p> <hd id="AN0186344829-2">Young Adults with IDD in College</hd> <p>One organized effort to effectively include individuals with IDD within IHEs are inclusive postsecondary education (IPSE) programs. High-quality IPSE programs strive for authentic inclusion of students with IDD on college campuses. Typicality for students and enhanced integration into the larger IHE are guiding principles outlined in recently developed, Think College national model standards (National Coordinating Center Accreditation Workgroup, [<reflink idref="bib20" id="ref27">20</reflink>]). Think College is a national organization that advocates for the inclusion of individuals with IDD within postsecondary institutions and outlines standards for IPSE programs for accreditation purposes (Think College, [<reflink idref="bib32" id="ref28">32</reflink>]). However, supporting these students' personal development, including understanding and supporting mental and emotional wellness may be more nuanced than for students without IDD (Fields et al., [<reflink idref="bib6" id="ref29">6</reflink>]; McKnight-Lizotte et al., [<reflink idref="bib19" id="ref30">19</reflink>]). Furthermore, in interviews with 14 college students enrolled in an IPSE program, Fields et al. ([<reflink idref="bib6" id="ref31">6</reflink>]) concluded that an IPSE program may be the first time students receive an education on their emotional wellness, which encompasses aspects of their mental health. Fields et al. ([<reflink idref="bib6" id="ref32">6</reflink>]) also noted that IPSE staff played a role in helping students learn aspects of mental health symptom management and tailored coping strategies for individuals with IDD. While IPSE programs provide needed supports, accommodations, and education, direct access to mental health resources may still be limited (McKnight-Lizotte et al., [<reflink idref="bib19" id="ref33">19</reflink>]).</p> <p>When afforded support through authentic inclusion, including appropriate and accessible mental health support, college students with IDD are more likely to engage in their coursework and feel accepted by their university and peers (Oakes, Hickerson, et al., [<reflink idref="bib21" id="ref34">21</reflink>]). McKnight-Lizotte et al. ([<reflink idref="bib19" id="ref35">19</reflink>]) put forth a recommendation for future research in this area, highlighting the need to better understand college counseling center availability and competence to serve students with intellectual disability. In addition, they recommend that future research center the voices and direct perspectives and experiences of students with IDD (McKnight-Lizotte et al., [<reflink idref="bib19" id="ref36">19</reflink>]). Thus this study will seek to explore the following two questions: (a) "<emph>What are the experiences of college students with IDD understanding and accessing mental health support and resources?</emph>" and (b) "<emph>What are barriers that college students with IDD experience as they attempt to access mental health support and resources?</emph>"</p> <hd id="AN0186344829-3">METHODOLOGY</hd> <p>The research team used interpretative phenomenological analysis (IPA) to address the proposed research questions (Smith & Nizza, [<reflink idref="bib31" id="ref37">31</reflink>]). Through this methodology, we sought to explore a specific phenomenon with inductive reasoning and post-positivist lens. In particular, the phenomenon under investigation was the experiences of college students with IDD understanding and accessing resources and supports for their mental health, as well as the barriers they experience receiving support.</p> <hd id="AN0186344829-4">Participants</hd> <p>All participants within our study were college students with IDD and were enrolled in a large, southeastern IPSE program. The participants' IPSE program is a four-year, certificate-granting program, and provides varied levels of support to students. Following guidelines from Smith and Nizza ([<reflink idref="bib31" id="ref38">31</reflink>]), we aimed to enroll at least 10 participants in the study. Participants were recruited via purposive sampling (Glesne, [<reflink idref="bib7" id="ref39">7</reflink>]), through both e-mail and in-person recruitment strategies. Upon completing recruitment and engaging in semi-structured interviews, we included 14 total participants. Participants within our study were diverse in terms of class enrollment (e.g., freshman, sophomore, junior, senior), age (i.e., 18 to 26), disability status, gender identity, and race/ethnicity. Finally, a majority of participants enrolled in the study do not have a high school diploma, whereas two participants did. Table 1 outlines our participants, including their future pseudonyms.</p> <p>Table 1. Participant pseudonyms and demographics.</p> <p> <ephtml> <table><thead><tr><td>Participant</td><td>Disability Identity</td><td>Race</td><td>Gender Identity</td><td>High School Diploma</td><td>Academic Standing</td></tr></thead><tbody><tr><td>Lee*</td><td>Cerebral Palsy, ID</td><td>White</td><td>Male</td><td>No</td><td>Freshman</td></tr><tr><td>Eddie</td><td>DD, Deaf/Hard of Hearing</td><td>Mixed Race</td><td>Male</td><td>No</td><td>Freshman</td></tr><tr><td>George</td><td>DD</td><td>Black</td><td>Male</td><td>Yes</td><td>Junior</td></tr><tr><td>Marc</td><td>ASD, Speech/Language Impairment</td><td>White</td><td>Male</td><td>No</td><td>Senior</td></tr><tr><td>Lawrence</td><td>ASD</td><td>White</td><td>Male</td><td>No</td><td>Senior</td></tr><tr><td>Cory</td><td>ASD</td><td>Mixed Race</td><td>Male</td><td>No</td><td>Sophomore</td></tr><tr><td>Ross</td><td>ASD</td><td>White</td><td>Male</td><td>No</td><td>Sophomore</td></tr><tr><td>Alan</td><td>ID</td><td>White</td><td>Male</td><td>No</td><td>Senior</td></tr><tr><td>Bruce</td><td>ASD</td><td>Black</td><td>Male</td><td>No</td><td>Senior</td></tr><tr><td>Theo</td><td>ASD</td><td>Black</td><td>Male</td><td>No</td><td>Junior</td></tr><tr><td>Alyssa</td><td>DD</td><td>Black</td><td>Female</td><td>No</td><td>Junior</td></tr><tr><td>Douglas</td><td>ID, Speech/Language Impairment</td><td>Asian American</td><td>Male</td><td>No</td><td>Sophomore</td></tr><tr><td>Lily</td><td>ID</td><td>White</td><td>Female</td><td>Yes</td><td>Junior</td></tr><tr><td>Hank</td><td>ASD</td><td>White</td><td>Male</td><td>No</td><td>Freshman</td></tr></tbody></table> </ephtml> </p> <p>1 * <emph>indicates piloted interview participant</emph>.</p> <p>2 ID = Intellectual Disability; DD = Developmental Disability (unspecified); ASD = Autism Spectrum Disorder.</p> <hd id="AN0186344829-5">Research Team</hd> <p>Our study was completed through collaborative efforts composed of experts from multiple education fields. Four research team members have a background in counseling and counseling education, while one research team member is a special educator. Furthermore, our research team consisted of three White females, one White male, and one Hispanic male all of which represented different ages and experience in their field. Two research team members recently finished their doctoral studies and two are in the midst of their doctoral studies at a university in the southeastern region of the United States. The last team member is a counselor educator at a university in the pacific northwest of the United States and served as the team's external auditor. All of the team members have worked or are currently working for an IPSE program. The diverse expertise and skill sets of the team added depth to the analysis of data, in-turn adding to the overall quality.</p> <hd id="AN0186344829-6">Positionality and Trustworthiness</hd> <p>As current or former employees of the IPSE program through which we recruited our study participants, most researchers had prior relationships with all participants to varying degrees. Due to the nature of our program's support teaming model, all researchers were at least minimally familiar, and some were very familiar with each participant and their individualized support needs prior to this study. In order to address any possible issues of transference or researcher bias related to prior professional experiences with a study participant, one-on-one participant interviews were executed by a researcher from our team who had minimal experience with that participant prior to the current study.</p> <p>To enhance data trustworthiness, each interviewer conducted member-checks using the interview transcript with the participant following each one-on-one interview to ensure accuracy and to gain participant feedback and clarification if needed (Glesne, [<reflink idref="bib7" id="ref40">7</reflink>]). Our four-person data analysis team coded interview data in multiple rounds, which included hours of individual analysis based on the team's determined individual experiential statements and group experiential themes, followed by additional hours of group triangulation of theories and codes from multiple investigator perspectives over the course of several weeks. Throughout our data analysis process, all researchers reflected upon their subjectivities by revisiting the reflexive notes kept throughout the interview process (Glesne, [<reflink idref="bib7" id="ref41">7</reflink>]; Lincoln & Guba, [<reflink idref="bib14" id="ref42">14</reflink>]). The fifth author on this manuscript served as an external auditor for the study, offering multiple rounds of feedback on domain and category creation during the data analysis phase. Lincoln and Guba ([<reflink idref="bib15" id="ref43">15</reflink>]) provided various examples of ways to prove credibility and enhance rigor in qualitative research, including prolonged engagement, which is a tool we utilized in our study.</p> <hd id="AN0186344829-7">Data Collection</hd> <p>Upon obtaining Institutional Review Board (IRB) approval, participants were recruited via in-person or e-mail strategies in the Spring 2022 academic semester. During this time, participants were provided with information on informed consent and were provided with opportunity to ask researchers any questions relevant to their involvement in the study. After agreeing to participatory terms, an interview was organized with a research team member who had minimal involvement with the student prior to beginning the study. The interview protocol was developed by the research team prior to obtaining IRB approval, and was semi-structured in nature, complete with five open-ended questions with subsequent probes listed in an effort to obtain rich participant responses (Glesne, [<reflink idref="bib7" id="ref44">7</reflink>]). The interview questions were informed by previous literature investigating mental health barriers associated with college students with and without IDD.</p> <hd id="AN0186344829-8">Data Analysis</hd> <p>The methodological procedures and data analysis followed Smith and Nizza's ([<reflink idref="bib31" id="ref45">31</reflink>]) IPA guidelines. Smith and Nizza described IPA as a rigorous process that involves: (a) an extensive review of each participant's interview; (b) reviewing each interview individually and drafting exploring notes; (c) developing individual experiential statements from the exploratory notes; (d) comparing cases by grouping individual experiential statements; and (e) establishing themes and subthemes from the grouped experiential statements. The finalized themes and subthemes provide insight into the phenomenon under investigation (i.e., college students with IDD's understanding and access to mental health resources and supports and the barriers they experience) to methodically capture the experiences of our 14 participants. Lastly, our research team used both an internal and external auditing process throughout the analysis to enhance the trustworthiness of results (Lincoln & Guba, [<reflink idref="bib15" id="ref46">15</reflink>]).</p> <hd id="AN0186344829-9">Exploratory Notes and Individual Experiential Statements</hd> <p>As suggested by Smith and Nizza ([<reflink idref="bib31" id="ref47">31</reflink>]), the IPA process started with each member of the core research team reviewing the transcripts and drafting exploratory notes. An exploratory note documents the research team members' initial reactions to the cognitive and affective state through conceptual, descriptive, and linguistic notes (Smith & Nizza, [<reflink idref="bib31" id="ref48">31</reflink>]). Following exploratory notes, we created individual experiential statements which captured each participant's experiences in a succinct, yet encompassing fashion as they relate to the phenomenon (Smith & Nizza, [<reflink idref="bib31" id="ref49">31</reflink>]). The transcripts were shuffled prior to data analysis and randomly assigned to each team member.</p> <p>To enhance the research team's understanding of the IPA process, we analyzed Lee's transcript together. Each member contributed to Lee's exploratory notes and individual experiential statements until we agreed upon the finalized statements. Then, we each reviewed and coded Eddie's interview separately. We came together as a team to compare our exploratory notes and individual experiential statements for Eddie, and collectively determined each core research team member felt prepared to code independently. Next, we equally distributed the remaining interviews and created individual experiential statements through exploratory notes for each transcript. For an internal auditing process, each interview was reviewed by at least two members of the core research team and an agreement was necessary for each individual experiential statement (Lincoln & Guba, [<reflink idref="bib15" id="ref50">15</reflink>]).</p> <hd id="AN0186344829-10">Group Experiential Theme and Subtheme Development</hd> <p>After each transcript was coded through individual experiential statements, they were compared across cases to understand the commonalities between participants. Smith and Nizza ([<reflink idref="bib31" id="ref51">31</reflink>]) recommended that the research team print each individual experiential statement with the supported quote and collaboratively sort similar participants' statements together. This process resulted in group experiential themes and subthemes that encapsulate common experiences with the studied phenomenon and address the proposed questions. Furthermore, the group experiential themes and subthemes process continued until there was a high level of differentiation and themes reached a "high level of connectivity" between cases (Smith & Nizza, [<reflink idref="bib31" id="ref52">31</reflink>]). After the core research team completed this process, we sent our group experiential themes and subthemes, including their individual experiential statements, to the external auditor for review (Lincoln & Guba, [<reflink idref="bib15" id="ref53">15</reflink>]). The external auditor provided feedback on our themes and subthemes with respect to the grouping of the individual experiential statements. We incorporated their feedback and finalized the themes and subthemes.</p> <hd id="AN0186344829-11">RESULTS</hd> <p>The results of our study are highlighted through the group experiential themes and subthemes developed through grouping each participant's individual experiential statements. Themes were finalized when each relevant individual experiential statement was sorted and when the themes and subthemes were differentiated enough from each other. The final six themes are: (a) using resources and services provided by an IPSE program; (b) using resources and services provided by the 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. A visual representation of the themes and subthemes are found in Table 2.</p> <p>Table 2. Visual representation of the group experiential themes.</p> <p> <ephtml> <table><thead><tr><td>Group Experiential Themes</td></tr></thead><tbody><tr><td>I. Using Resources and Services Provided by an IPSE Program</td></tr><tr><td>II. Using Resources and Services Provided by the IHE</td></tr><tr><td><italic>Subtheme A. General IHE Resources</italic></td></tr><tr><td><italic>Subtheme B. Targeted Resources for Student Wellness</italic></td></tr><tr><td>III. Satisfaction with Current IHE Resources Available</td></tr><tr><td>IV. Family and Friends as a Mental Health Resource</td></tr><tr><td>V. Recognizing Importance of and Attuning to Emotions</td></tr><tr><td><italic>Subtheme A. Using Coping and Self-Regulation Strategies</italic></td></tr><tr><td>VI. Navigating Barriers to Mental Health Resources</td></tr><tr><td><italic>Subtheme A. Practical Barriers</italic></td></tr><tr><td><italic>Subtheme B. Emotions are Difficult to Comprehend and Regulate</italic></td></tr><tr><td><italic>Subtheme C. Need for Additional Understanding of Resources</italic></td></tr></tbody></table> </ephtml> </p> <hd id="AN0186344829-12">Theme I: Using Resources and Services Provided by an IPSE Program</hd> <p>Within this theme, participants acknowledged a variety of resources and services that they utilized to support their mental health within their IPSE program. All participants had something to offer to this theme, including supportive experiences with program staff, naming program staff as resources, and identifying engagement within IPSE programmatic courses as support sources for their mental health.</p> <p>In regard to participant experiences with program support staff, George, a student with an unspecified developmental disability (DD), shared that IPSE program staff offer support by simply being knowledgeable of campus resources, such as the Student Disability and Resource Center (SDRC). Moreover, Alan, Lily, and Hank shared that specific support staff within the IPSE, such as Personal Development coaches, provide individualized time within the week to meet and receive direct support toward their wellness needs and identified goals. Extending upon this, Alyssa, a junior with DD, described the support which she received within her IPSE program as a whole contributed to her wellness in saying,</p> <p>Overall just support that I have gotten out of this [IPSE] program. Whether that is [personal development] or social engagement and some healthy relationships classes and employment classes. I've learned a lot from those classes because you need skills and to know what to expect in the workplace and social life and you're ever in a relationship with someone or hanging out [with] a friend.</p> <hd id="AN0186344829-13">Theme II: Using Resources and Services Provided by the IHE</hd> <p>More broad and widely accessible than IPSE-specific resources, some study participants recounted utilizing various resources and services provided by the larger IHE. While some resources mentioned were more pointedly related to emotional wellness or mental health, participants also named IHE services that are not necessarily in place to provide this manner of support. Due to the different nature of the IHE supports student participants mentioned, we separated them into subthemes: (a) general IHE resources and (b) targeted IHE resources for student wellness.</p> <hd id="AN0186344829-14">Subtheme A: General IHE Resources</hd> <p>Of the campus resources not specifically targeted to support student wellness, the most commonly reported is the SDRC. The university SDRC website states that they coordinate efforts to provide students access to all aspects of campus, including coursework through reasonable accommodations. Two participants, Alyssa and Cory, each named the SDRC on two separate occasions during their interviews as a support they utilize on campus. Cory, a sophomore with autism spectrum disorder (ASD), stated that he has used the SDRC "every semester" since being on campus. Other general IHE supports mentioned by students included social clubs, university social media, and Housing Resident Mentors. Two participants also mentioned university professors as a resource.</p> <p>Ross, a sophomore with ASD, acknowledged that just being on campus had been a support for him in gaining a deeper understanding of emotional wellness and mental health:Interviewer:Since being in college, do you feel like your understanding or being able to identify emotions has changed or not changed?Ross:I guess being around more people, I got more aware of it ... it made me become more aware of people's expressions and stuff.</p> <p>Marc, a senior with ASD and language impairment, also named the campus gym as a resource for his mental health. Marc recounted that he goes to the gym throughout the week as a way to take care of himself and provide relief from the "stress" of schoolwork.</p> <hd id="AN0186344829-15">Subtheme B: Targeted IHE Resources for Student Wellness</hd> <p>Cory named quite a few IHE resources targeted at supporting student wellness. Cory mentioned twice that campus has a counselor for mental health support, as well as the campus therapy dog and suicide hotline. Lee, a freshman with cerebral palsy, also mentioned general IHE resources that support his specific disability. Lee stated that the student health center provided him with support for his emotional wellness: "the health center, they gave me kind of like, ideas of like, what to do. Like when you feel sad, how to express emotions. So [I'm] not all tied up and it is a little bit easier." Lastly, Lawrence, a senior with ASD, named the meditation suite within the campus's health and wellness center as a possible support for wellness.</p> <hd id="AN0186344829-16">Theme III: Satisfaction with Current IHE Resources Available</hd> <p>The third theme focuses on satisfaction with current IHE resources that are available to the participants. Our research team was able to illustrate this theme and noted in the coding process experiential statements such as "student denied experiencing challenges related to receiving support for their mental health or emotions" and "acknowledges there is a course related to feelings, but they have not participated in it." George, Lawrence, and Lily spoke of not facing any challenges when seeking out mental health resources. For example, Lily explicitly stated, "I haven't had any challenges." Lawrence, Cory, and Marc also noted that they do not currently need resources from their IHE, but they are aware of resources available and know how to access them if needed. For instance, Marc stated "I haven't had any challenges or anything right now," and further noted how accessible resources have been to him. Furthermore, when speaking to the resources available to him, George stated that, "they definitely helped me, it helped me a lot over the semester." Many of the participants indicated that they have become aware of resources through friends or their IPSE program. For example, Marc indicated that most of his knowledge came from being around people.</p> <hd id="AN0186344829-17">Theme IV: Family and Friends as a Mental Health Resource</hd> <p>This theme revolves around participants' identification of both family and friends as mental health resources, specifically naming these relationships as supports toward their mental health. Four participants, Lee, Ross, Alyssa, and Hank, identified friends as meaningful support toward their mental health. For instance, Lee shared, "I try to talk to my friends sometimes. They [friends] are easy to talk to." It became apparent through participant testimonies that comfort, trust, and feelings of safety alike are present among their inclusion of both friends and family support for their mental health. As such, Lee disclosed that oftentimes length of time spent together can contribute to feelings of safety through saying, "I guess that they've been there for you, almost [your] entire life." Expanding upon this, trusted family members were named by participants to support their wellness. For instance, in reflecting on support for their emotional wellness Alyssa shares, "[I can] talk to my friends about it [emotional wellness and mental health needs] or a family member that I trust."</p> <hd id="AN0186344829-18">Theme V: Importance of and Attuning to Emotions</hd> <p>Our fifth theme focuses on participants recognizing the importance of and attuning to their emotions. Nine of our participants spoke in some regard to emotions and how they relate to their mental health. For example, when discussing resources on campus to help with emotions, Lee stated, "[My IPSE program staff] told me if you need to cry, just cry, so sometimes I just do that in my room just because that's one way I express [emotions]." Focusing specifically on attuning to an individuals emotions, participants spoke to a variety of different factors, such as emotions being different for everyone (Lee), emotions being important, even if they are negative (Eddie), and how important it is to have someone to speak to (Lee) including their dog (Cory). Because of the amount of statements focusing on the importance of attuning to one's emotions, this theme has been split into a subtheme: using coping and self-regulation strategies.</p> <hd id="AN0186344829-19">Subtheme A: Using Coping and Self-Regulation Strategies</hd> <p>The research team found it important to categorize the shared experiences of participants as they expressed ways in which they cope with their emotions and what self-regulation strategies they have into a particular subtheme. Alyssa, for example, spoke to a self-regulation strategy of walking around popular spots on campus so that she "could get a feel of what's going on." Additionally, Alyssa spoke of engaging in social clubs as her "emotions went from nervous to excitement" and when she "started hanging out more it held with my anxiety." Furthermore, Alan, a senior with intellectual disability (ID), shared that he goes outside to regulate his emotions and he will often "count backwards from ten to one, just try to get your negative emotions out." Lastly, Douglass, a senior with ID and speech and language impairment, spoke to engaging in meditation services on campus when he wants to get emotions "out of your head" and will often reach out to his sister to speak through his emotions.,</p> <hd id="AN0186344829-20">Theme VI: Navigating Barriers to Mental Health Resources</hd> <p>This theme encapsulates the barriers that participants described as they receive support and resources for their mental health as college students with IDD. Every participant described a barrier in some capacity, making this the theme with most individual experiential statements. Due to the amount of participant responses, this theme has three, fully differentiated subthemes: (a) practical barriers to resources; (b) emotions are difficult to comprehend and regulate; (c) need for additional understanding.</p> <hd id="AN0186344829-21">Subtheme A: Practical Barriers</hd> <p>The first subtheme describes the practical barrier participants' experience in relation to resources for their mental health. These practical barriers included having a college schedule that made it difficult to schedule counseling services or logistical aspects of the IHE's counseling center. Lily, a junior with ID, described their practical barrier as,</p> <p>The only thing that I am aware of that I haven't used is therapy because I know that you get a few therapy visits. I mean, I haven't done that because number one, I don't have the time because I have a very, very busy schedule. And number two, I don't necessarily get to the point where I can't go on any further. Like with my emotions, if I'm extremely down, depressed, sad or anything like that. I haven't gone because I don't really see the need. Especially becauseI know that we only get like a certain amount so I don't want to like abuse that if I needed it later on.</p> <p>In addition to the logistics of the IHE's counseling center, Lily's statement highlights the view that support for mental health may be viewed solely as a reactive service, another practical barrier. Marc also endorsed this view by responding, "I haven't had to use it or anything ....I haven't had any challenges ... " when discussing their use of potential IHE and IPSE mental health resources. There was an emphasis on participants perceiving that people only "have" to use mental health resources when they are reacting to a concern.</p> <hd id="AN0186344829-22">Subtheme B: Emotions are Difficult to Comprehend and Regulate</hd> <p>The second subtheme describing barriers relates to the struggles participants described recognizing and responding to their emotions. More specifically, this subtheme recognizes concerns as they relate to aspects of emotional wellness. Participants commonly described how they may not recognize what emotion they are experiencing in the moment or attempt to cover them up. For example, when Lee was asked what has "gotten in the way" of receiving help for his emotions, he responded,</p> <p>It's kind of challenging for that; sometimes I didn't talk without [my emotions] and sometimes [my emotions] sneak back in and just made me feel down about myself to talk about ....sometimes I just [cry] in my room just because that's one way I express but I don't want [cry] outside. Yeah, because you know, people think I'm a cry baby. I don't want people to think that and probably think I'm gonna go cry some more, which I am. So I just do it. Just try to hide it.</p> <p>This was a shared concern with multiple participants that described the stigma they might face. In addition, participants externalized conversations (e.g., "when people experience sadness, they ... ") or provided shorter responses surrounding conversations about negative emotions. This was an ongoing pattern acknowledged in multiple exploratory notes from the research team. Lastly, participants acknowledged that they are still learning skills to regulate their emotions and struggle to find the appropriate coping skills. For example, Alyssa stated, "shyness is my biggest challenge there because I say, should I do it? I mean, I am doing better but I still like break down and get quite nervous." Lee had similar sentiments through statements about hoping he can learn additional strategies to help him with "uncomfortable" emotions.</p> <hd id="AN0186344829-23">Subtheme C: Need for Additional Understanding of Resources</hd> <p>The last subtheme concerning barriers describes instances where participants acknowledged they need additional information on resources available to them as college students with IDD. This subtheme emerged through a variety of responses, such as Lawrence responding, "not yet I don't think I know any ... " when asked about potential mental health resources at his IHE. Similarly, Eddie, Marc, Alan, Bruce, Theo, Alyssa, Douglass, and Hank reported they are unaware of mental health resources their IHE offers. Moreover, Alyssa claimed, "Well, if there [were resources] I would have used it ... ," further highlighting that participants may have used IHE mental health resources if they had a clearer understanding of their options. This idea is central in the intentional language used to describe this theme. Participants may have been introduced to their mental health resource options; however, may describe that they need additional support or descriptions to supplement understanding.</p> <hd id="AN0186344829-24">DISCUSSION</hd> <p>The first research question is answered through the first five themes. Theme I, <emph>using resources and services offered by an IPSE program</emph>, expands upon participants' experiences within their IPSE program and named programmatic coursework and program support staff as contributors to their mental health maintenance. Specifically, this theme captures our participants' perceived positive experiences with their IPSE staff members to understand strategies and resources to enhance their mental health. For example, participants discussed how their IPSE staff members provided affirming services that educated them on emotional self-regulation skills and mental health resources available on campus. With regard to staff support, findings from Oakes, Milroy, et al. ([<reflink idref="bib22" id="ref54">22</reflink>]) emphasized the importance of staff to be well-versed in the mental health needs of their student population in order to address their health and wellness needs. Participants within our study engage with program staff who receive various trainings related to mental health (e.g., suicide prevention training, SAFE Zone training) and receive layered levels of support in various coaching and lab sessions. Ongoing training efforts have also been described as a way to further enhance educators and mental health professionals to work with the disability community (Feather & Carlson, [<reflink idref="bib5" id="ref55">5</reflink>]; Ziomek-Daigle, [<reflink idref="bib39" id="ref56">39</reflink>]).</p> <p>Theme II, <emph>using resources and services provided by the IHE</emph>, focused on participant responses that indicated they accessed or were aware of IHE supports for mental health and wellness. These resources are defined as supports accessible to all students within the IHE setting, not just students enrolled in an IPSE or identifying as having a disability. With the understanding that the American College Health Association ([<reflink idref="bib2" id="ref57">2</reflink>]) suspect that more than one-third of US college students are living with a mental health disorder, even before stressors stemming from the COVID-19 pandemic, it is encouraging that students can identify mental health supports on campus.</p> <p>While some study participants seemed well-versed in on-campus, IHE-sponsored wellness programs and supports, the majority of participants did not acknowledge having information related to IHE mental health supports. There are many reasons why students with IDD may not be aware of the resources available to them on a college campus. For example, marketing information related to the campus mental health and wellness programs and supports may not be targeted to this population, or if available, may not be shared in a format that is accessible to them (e.g., plain language resources). Some barriers, such as stigma and students' views about getting psychological help for themselves (Cage et al., [<reflink idref="bib3" id="ref58">3</reflink>]), are not particular to students with disability, but have applications to this community.</p> <p>Theme III, <emph>satisfaction with current IHE resources available</emph>, highlighted the numerous resources that are available to our participants. Although not all of the participants have utilized the specific mental health resources, acknowledging resources supports understanding of options to support their mental health if needed (Fields et al., [<reflink idref="bib6" id="ref59">6</reflink>]). Additionally, Trammell et al. ([<reflink idref="bib33" id="ref60">33</reflink>]) noted similar help-seeking behaviors for college students with and without disabilities, which was corroborated by some of our participants denying challenges to receiving mental health resources on campus. By the participants indicating their lack of challenges surrounding accessing mental health resources, we are also able to address our second research question. Hong ([<reflink idref="bib9" id="ref61">9</reflink>]) suggested that positive experiences with mental health resources on campus will encourage students with disabilities to continue to access these resources when needed.</p> <p>Theme IV, <emph>family and friends as a mental health resource</emph>, described interpersonal relationships as support for the participants' mental health needs, and further inferred trust and safety as layered considerations when identifying a family member or friend to reach out to for support. In a study conducted by Plotner and May ([<reflink idref="bib27" id="ref62">27</reflink>]), researchers sought to compare the experiences of college students with and without disabilities via survey design. Their findings suggest similarities in experiences between college students with and without disabilities, alongside differences in that college students with IDD report spending more time with friends on-campus and receive more support from family members when compared to their peers (Plotner & May, [<reflink idref="bib27" id="ref63">27</reflink>]).</p> <p>Theme V, <emph>recognizing the importance of and attuning to emotional wellness</emph>, aids in our exploration of the first research question. Participants were able to go into detail about the importance of addressing emotions that they are feeling in the moment, how all individuals experience emotions differently, and many of the participants identified wanting to learn more about their emotions, better strategies to learn to cope with emotions, and what additional resources are available to them on campus. Fields et al. ([<reflink idref="bib6" id="ref64">6</reflink>]) suggested that attuning to emotional wellness can support college students with IDD in improving their overall wellness, mental health, and independent living skills. Furthermore, Fields et al. ([<reflink idref="bib6" id="ref65">6</reflink>]) noted the importance of college students with IDD in attuning to their emotional wellness to enhance the interpersonal skills for college students with IDD.</p> <p>Under Theme V, the research team identified a subtheme, <emph>using self-regulation strategies</emph>. Within this subtheme, participants illuminated the many different ways in which they work toward regulating their emotions. For instance, participants indicated that they engage in mediation on campus, going to the gym for physical exercise and social support, and being outdoors either at a quiet spot on campus or surrounded by the many other students at the university. Scholars have recounted that appropriate self-regulation skills can further support other skills critical for college students with IDD successfully completing their postsecondary studies (Fields et al., [<reflink idref="bib6" id="ref66">6</reflink>]; Oakes, Hickerson, et al., [<reflink idref="bib21" id="ref67">21</reflink>]; Oakes, Milroy, et al., [<reflink idref="bib22" id="ref68">22</reflink>]).</p> <p>Theme VI, or <emph>navigating barriers to mental health resources</emph>, addresses the phenomenon in the second research question. Within the first subtheme, <emph>practical barriers</emph>, the participants describe barriers that are commonly reported in literature that explore mental health within IHEs. Moreover, practical barriers experienced by our participants, such as being overwhelmed by responsibilities of a college student, difficulties scheduling, and limited number of sessions, are common for college students with and without IDD (Lipson et al., [<reflink idref="bib17" id="ref69">17</reflink>]; Oswalt et al., [<reflink idref="bib25" id="ref70">25</reflink>]; Trammell et al., [<reflink idref="bib33" id="ref71">33</reflink>]). For example, the US Surgeon General's Office ([<reflink idref="bib23" id="ref72">23</reflink>]) concluded that health centers within IHEs report feeling overwhelmed with the number of students with and without IDD requesting counseling or psychological services as they do not have the resources to support the referrals. Due to the quantity of students seeking services, it has become common practice to provide time-limited services, which may deter students from initiating counseling. For college students with IDD, limited services may be even further exacerbated by concerns over the lack of training provided to mental health professionals to work with individuals with disabilities (Feather & Carlson, [<reflink idref="bib5" id="ref73">5</reflink>]). In addition, participants in our study commonly associated mental health resources and services with having a serious problem or crisis. Viewing mental health services as reactive is a risk factor for lower health and wellness reports, as severity of the presenting concern is well-documented as an aspect of therapeutic outcomes (Ohrt et al., [<reflink idref="bib24" id="ref74">24</reflink>]). Thus, previous scholars have recommended additional education efforts on preventative care are provided to individuals with IDD to enhance their overall mental health and wellness (Fields et al., [<reflink idref="bib6" id="ref75">6</reflink>]; Ohrt et al., [<reflink idref="bib24" id="ref76">24</reflink>]).</p> <p>The second subtheme corresponding to barriers, <emph>emotions are difficult to comprehend and regulate</emph>, captured aspects of emotional wellness and the struggles the participants had describing and coping with their emotions. This may be unsurprising, as previous scholars have noted that concepts of emotional wellness, an aspect of mental health, are a gap in K-12 special education services and college curriculum for individuals with IDD (Fields et al., [<reflink idref="bib6" id="ref77">6</reflink>]; Oakes, Milroy, et al., [<reflink idref="bib22" id="ref78">22</reflink>]; Ziomek-Daigle, [<reflink idref="bib39" id="ref79">39</reflink>]). Furthermore, Fields et al. ([<reflink idref="bib6" id="ref80">6</reflink>]) explored the experiences of college students with IDD understanding and responding to their emotional wellness and corroborated that this population may need additional support to enhance their emotional intelligence and healthy regulation strategies. However, Fields and colleagues suggested that acknowledging the need for additional understanding of their emotions is a critical step in receiving that support. Lastly, the third subtheme under barriers, <emph>need for additional understanding of resources</emph>, describes the notion that college students with IDD may require additional support on the mental health resources offered by their IHE. This is represented through multiple participants expressing confusion surrounding topics of mental health resources or explicitly denying understanding their options. Through a Q-sort and photo elicitation with IPSE staff members, Oakes, Hickerson, et al. ([<reflink idref="bib21" id="ref81">21</reflink>]) reported that IHE resources may benefit from increased awareness efforts about their services as many students with IDD in an IPSE program are not aware. When students with IDD feel authentically included in their IHE with a holistic understanding of campus resources, they feel accepted, competent, and connected with the IHE as a whole (Oakes, Milroy, et al., [<reflink idref="bib22" id="ref82">22</reflink>]).</p> <hd id="AN0186344829-25">Implications</hd> <p>Our results provide a variety of implications for staff and faculty within IHEs that aim to provide inclusive support for college students with IDD. Collaborative efforts within IHE settings may allow for further promotion of staff skills to support student mental health needs (McKnight-Lizotte et al., [<reflink idref="bib19" id="ref83">19</reflink>]). For example, our IPSE program's holistic support model illuminates the use of an interdisciplinary approach to support the mental health and wellness needs of our enrolled students; partnering with counselor education, special education, and social work programs alike to recruit program staff with relevant skills to support student wellness needs. Students in our study also noted the role of the staff and faculty members in their IPSE program, as well as generally in their IHE, helping them understand their mental health resources. Therefore, it is recommended that staff and faculty have an understanding of potential mental health resources and recognize their role in disseminating this information to college students with IDD. Furthermore, our findings in Theme IV, <emph>importance of and attuning to emotions</emph>, illustrate the value of natural supports, such as trusted friends and family members, for college students with IDD and their mental health. As mentioned previously, these findings align with previous research (Plotner & May, [<reflink idref="bib27" id="ref84">27</reflink>]), further emphasizing the value of social engagement and mental health. Future studies may further explore college students with IDD and their experiences and conceptualization of social wellness.</p> <p>Additionally, our results provide insight into potential barriers experienced by college students with IDD accessing and understanding mental health resources. Therefore, we have a deeper understanding on how to address potential barriers and improve healthcare services provided to college students with IDD. Administrators, faculty, and staff working with college students with IDD are encouraged to review the potential barriers outlined under Theme VI, <emph>navigating barriers to mental health resources</emph>, and consider how they support their students in addressing these areas. Professionals in the IHE have a responsibility to educate students with IDD on their options and clarify misunderstandings. This may be an ongoing process and should not be considered a "one size fits all" approach. For example, syllabi and course resources in multiple courses may consider including information on mental health resources for students to use. In addition, training and educating staff to meet the unique needs of college students with IDD may further support this population in accessing and utilizing mental health resources. Furthermore, our participants highlighted the need to develop and implement strategies that support college students with IDD's emotional wellness and mental health. As such, IHE faculty and staff may consider more intentional strategies to promote this understanding. For example, helping professionals working with this population may recognize when they externalize emotions, and explore the individual's personal experience with that emotion.</p> <hd id="AN0186344829-26">Limitations and Future Research Directions</hd> <p>Our results should be considered in relation to potential limitations, as well as how they may contribute to future scholarship. First, inherent in IPA are methodological limitations. Tuffour ([<reflink idref="bib34" id="ref85">34</reflink>]) noted the potential limitation that IPA captures an individual's opinion of a phenomenon, as opposed to their actual experience with the phenomenon. Furthermore, Tuffour ([<reflink idref="bib34" id="ref86">34</reflink>]) reported that phenomenological designs tend to neglect the reason for the phenomenon occurring. Future scholars may consider alternative methodologies to understand the experiences of college students with IDD understanding and accessing resources to support their mental health to create a more holistic picture. Moreover, scholarship may target specific interventions to address continued understanding and accessibility of mental health resources. Further, our prior relationship with the participants may have influenced their responses. Glesne ([<reflink idref="bib7" id="ref87">7</reflink>]) noted that prior relationships that involve a power differential may influence participant responses to be more favorable, such as limiting statements that may suggest dissatisfaction with their services. While we attempted to implement strategies that limited our influence (e.g., a semi-structured interview protocol, member checking, and internal and external auditing), we recognize that our participants may have fully captured their experience with mental health services.</p> <p>In addition to methodology and prior relationships with participants, our participant demographics may be considered as a limitation. The majority of our participants identified as White and male, thus not encompassing a variety of demographics that intersect with having IDD. Thus, future scholarship may benefit from a more in-depth understanding of having additional marginalized identities, beyond having IDD, contribute to understanding and accessing mental health resources. Next, each IPSE program offers a unique model of support (Plotner & Marshall, [<reflink idref="bib26" id="ref88">26</reflink>]) and our results only capture the experiences of college students with IDD in our IPSE program. Additional scholarship is needed to understand the experiences of college students with IDD in other IPSE programs, as well as college students with IDD that are enrolled as traditional students. Lastly, while efforts to limit researcher bias were implemented (e.g., bracketing biases and de-identifying and shuffling transcripts), we acknowledge that theme development may have been influenced through prior relationships with participants. Therefore, additional voices from perspectives outside of our participants are needed to continue understanding what college students with IDD need to access their mental health resources.</p> <hd id="AN0186344829-27">Conclusion</hd> <p>Our study explored the experiences of college students with IDD understanding and accessing their mental health resources in their IHE, as well as the barriers they experience when accessing these resources. The data collected were from 14 college students in an IPSE program and included voices from all four years of academic standing. Following analysis, six themes emerged and the findings suggested that IPSE programs and IHE's in general provide mental health resources for college students with IDD, such as college courses that specifically target education on mental health. Additionally, our participants commonly remarked that their family and friends are a resource to support their mental health while they are in college. However, our participants also noted barriers to accessing these mental health resources. Barriers included practical barriers (e.g., number of sessions allotted by their IHE), competency of providers, and understanding of available resources. We highlighted potential implications that may inform practices within IPSE programs and IHEs, as well as noted potential limitations and future research directions.</p> <hd id="AN0186344829-28">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0186344829-29">SUPPLEMENTARY MATERIAL</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/19315864.2024.2424747</p> <ref id="AN0186344829-30"> <title> References </title> <blist> <bibl id="bib1" idref="ref2" type="bt">1</bibl> <bibtext> American Association on Intellectual and Developmental Disabilities. (n.d.). Defining criteria for intellectual disability. https://<ulink href="http://www.aaidd.org/intellectual-disability/definition">www.aaidd.org/intellectual-disability/definition</ulink></bibtext> </blist> <blist> <bibl id="bib2" idref="ref57" type="bt">2</bibl> <bibtext> American College Health Association. (2020). 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  Group: Ti
  Data: Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alexander+M%2E+Fields%22">Alexander M. Fields</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1280-2655">0000-0002-1280-2655</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madeline+Castle%22">Madeline Castle</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3949-7977">0000-0003-3949-7977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+B%2E+Smith+Hill%22">Rebecca B. Smith Hill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7761-1534">0000-0002-7761-1534</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lucas+M%2E+Perez%22">Lucas M. Perez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5725-8916">0000-0001-5725-8916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olivia+J%2E+Lewis%22">Olivia J. Lewis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3888-1125">0000-0003-3888-1125</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Mental+Health+Research+in+Intellectual+Disabilities%22"><i>Journal of Mental Health Research in Intellectual Disabilities</i></searchLink>. 2025 18(3):301-322.
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  Data: 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
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Services%22">Services</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Wellness%22">Wellness</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/19315864.2024.2424747
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1931-5864<br />1931-5872
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1502932
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      – Type: doi
        Value: 10.1080/19315864.2024.2424747
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 301
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Access to Health Care
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Resources
        Type: general
      – SubjectFull: Services
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Wellness
        Type: general
      – SubjectFull: Family Influence
        Type: general
      – SubjectFull: Peer Influence
        Type: general
      – SubjectFull: Self Management
        Type: general
    Titles:
      – TitleFull: Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry
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              Y: 2025
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