Creating “an oasis of hope, inclusion and connection”: students and stakeholders’ experiences of a pilot Recovery College

Figures & data

Table 1. Participant numbers by stakeholder group for each data collection method (n = 82).

	Students	Supporters	Staff & educators	External stakeholders	Total*
Survey	34	7	31	18	61
Interviews	7	2	12	6	17
Focus groups	9	2	13	2	17

* Twenty-three participants identified with more than one role; and thirteen participated in several research activities.

Table 2. Backgrounds of students attending ACTRC (May 2019 to March 2020).

Personal lived experience (n = 203)	Supporter lived experience (n = 174)	Professionals (n = 162)	Students (n = 164)
82%	37%	27%	27%

Table 3. Age and gender of participants by data collection method (n = 82).

Research activity	Age		Gender
	Range (years)	Mean (years)	Female	Male
Survey (n = 61)	20–73	47	41 (67%)	19 (31%)
Interviews (n = 17)	30–66	50	8 (57%)	4 (28%)
Focus Groups (n = 17)	27–60	45	13 (76%)	3 (17%)

Figure 1. Participant responses to the developing recovery enhancing environment measure (DREEM) across the study (n = 74).

Table 4. Core categories and themes.

Central theme	Categories	Sub-themes	Examples of illustrative quotes
Creating an oasis of hope, inclusion and connection	Steppingstones supporting recovery	Supporting personal recovery Growth and development Social connection, inclusion and participation	“This is what Recovery College’s do; it’s a buffer […] it’s part of transition, a place where you’re going from total support to help you through to total independence, mental independence, that you’ll now be able to handle life as we know it” (Interview, external stakeholder).
	Creating a unique and innovative space	Incorporating lived experience to co-production at all levels Supportive and empowering Bridging the gap	“… [ACTRC] gives people a really safe and supportive way of exploring the concept of personal recovery; which isn’t necessarily an opportunity that they get to do in any depth in peer support in clinical services” (interview, educator) “Most importantly, I had support and community with people that understood my challenges” (Survey, student).
	Doing too much with too little	Keeping the barriers behind the scenes Welcoming space	“The actual physical space, there are limitations to it… but I think one of the things we always try to make it a space where people feel welcome and that’s generally the feedback that we get from people. They like coming into the ACTRC because they feel there’s a nice safe and a welcoming environment” (Interview, staff).
	Growing beyond	Partnership and mutual exchange Expanding the reach and recognition Adapting to changing environment/COVID-19	“We’ve had a few students and interns […] come in and help develop courses […] seeing them gain more in knowledge and gain a bit more self-confidence about their abilities has been really good as well” (Interview, staff).“…last year when all the classes were on Zoom, we had the breakout rooms or […] they’d do a phone call after. That adaptability when Covid struck […] was really good. […] It certainly seems to be the safest place I’ve encountered in mental health, where they truly understand all the issues that could arise in a classroom setting” (Focus group, student).

Figure 2. Themes and categories; ACTRC offered steppingstones and a unique and innovative space promoting recovery through thriving within constraints and growing beyond by developing partnership and expanding the reach.