Postsecondary study and mental ill-health: a meta-synthesis of qualitative research exploring students' lived experiences. (April 2015) - Ennals, Priscilla
Abstract Background: The postsecondary educational experiences of students living with mental health issues are not well understood. Existing studies are generally qualitative, small and context-specific in nature, and individually have limited influence on policy and practice. Aims: To identify and synthesise the findings of qualitative studies exploring student views of studying while living with mental ill-health. Method: A systematic search of six electronic databases including CINAHL, ERIC, PsycINFO and Medline up to March 2013 was conducted. Findings were extracted from included studies and combined using qualitative meta-synthesis to identify core processes. Findings: The search identified 16 studies from five countries, with a total of 231 participants. Meta-synthesis of the findings revealed three common core processes: (1) knowing oneself and managing one's mental illness, (2) negotiating the social space, and (3) doing the academic work required for successful postsecondary participation. Conclusion: Beyond the learning processes that underpin studying, these findings suggest knowing oneself and negotiating social spaces of educational settings are key processes for students living with mental ill-health seeking to survive and thrive in postsecondary education. With increased awareness of these processes, students and policy makers may conceive new ways to optimise student experiences of postsecondary study.