Barriers to higher education for individuals with psychiatric disabilities.

TLDR

The study qualitatively examined barriers to higher education among 35 individuals with psychiatric disabilities. Academic performance was linked to psychiatric symptoms, contributing to college attrition, yet many participants persisted in pursuing academic goals despite rarely using campus support services, highlighting implications for psychiatric rehabilitation practice.

Abstract

To study barriers to higher education, this qualitative study explored the college experiences of 35 people with psychiatric disabilities. Academic performance was related to psychiatric symptoms which subsequently led to college attrition. However, many research participants showed remarkable persistence in pursuit of academic goals. Campus-based support services were rarely utilized. Implications for psychiatric rehabilitation practice are discussed.