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Table 2 Workstation 2 - Education and higher education

From: Priority setting in research: user led mental health research

How can we research into ways in which knowledge can assist in recovery, and how knowledge becomes power in mental health?  
There is a cost associated with engagement in learning. How can learning be made accessible to all service users?  
What efforts are being made to promote understanding of mental illness through education from an early age in infant, primary and secondary schools?  
What are the elements of education as a vehicle for treatment and recovery?  
How can education provide a ‘centre of gravity’ for recovery?  
Comparison of educational methods to promote recovery (e.g. full time, part time, formal, community based, informal).  
How is it possible to find out what support services are available for people with mental health problems and how do they find out how to access these, particularly if their condition is undiagnosed?  
Comparison of the benefits for recovery of accessing or re-accessing learning against not accessing learning.  
What support goes hand in hand with educational opportunities for service users as a model for best practice (e.g. mentoring)?  
How can community based learning be integrated with Campus based learning? What support is available to help this process?  
How is it possible to choose the most suitable of all the different routes into education?  
Is it possible to quantify the reduction in the level of ‘sick days’ directly attributable to education?  
Is there any provision within educational establishments for course work and assessments to reflect the possible effects on performance due to cyclic events in the mental health of service user students?  
How does ‘disclosure’ of a mental health problem affect access to learner support in education?  
What provision is there within different communities for service users to access both academic and non-academic learning?  
How can service users progress from project/community provision to Higher Education? Is progression both horizontal and vertical for the learner?  
In what ways do service users value education e.g. as a social skill, by achieving social interaction, through progression, through certification?