If supported education is to become a viable alternative and widespread intervention and if mental health policies are to emphasize educational attainment, more effectiveness research on supported education models is critically needed, according to Boston University.
Results of this systematic review of supported education research over the last twenty years finds that there are very few well-controlled studies of supported education and numerous studies with minimal evaluation data and less rigorous designs.
Because many studies are short term and focus on course completion, there is no rigorous evidence to suggest that supported education will lead to a greater number of individuals with psychiatric disabilities possessing advanced degrees or certificates. Further, there is no rigorous evidence that supported education leads to higher employment rates among participants.
Evidence from existing studies suggests that individuals with significant psychiatric disabilities can enroll in and pursue educational opportunities in integrated settings in the community.
There is preliminary evidence that supported education can assist individuals to identify educational goals, find and link to resources needed to complete their education and assist them in coping with barriers to completing their education.
Rates of unemployment for people with psychiatric disabilities are higher than for any other disability group resulting in enormous social costs. Education has repeatedly been demonstrated to predict vocational outcomes.If supported education is to become a viable alternative and widespread intervention and if mental health policies are to emphasize educational attainment, more effectiveness research on supported education models is critically needed.
This text is a summery of The Need for More and Higher Quality Research on Supported Education.