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Conceptual Frameworks and Practice Approaches to Supported Education Programmes in Higher Education Institutions: A Scoping Review

  • Roshan Galvaan
  • , Sharon Kleintjes
  • , Fadia Gamieldien
  • , Anthea Hansen
  • , Clement Nhunzvi
  • , Jacomijn Hofstra
  • , E.L. Korevaar
  • University of Cape Town, Department of Health and Rehabilitation Sciences, Division of Occupational Therapy
  • University of Cape Town, Department of Health and Rehabilitation Sciences, Inclusive Practices Africa Research Unit
  • University of Cape Town, Department of Psychiatry and Mental Health
  • University of Cape Town, Department of Psychiatry and Mental Health, Alan J. Flisher Centre for Public Mental Health
  • Stellenbosch University, Department of Health Professions Education, Faculty of Medicine and Health Sciences
  • Bond University, Faculty of Health Sciences and Medicine

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

To explore conceptual frameworks and practice approaches underpinning Supported Education programmes for students with mental health problems in higher education institutions. We followed Arksey and O`Malley`s (2005) Scoping Review Framework and its revised versions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist further guided our report production. The following databases were searched for the period January 1985–October 2024: PubMed; Scopus (including contents of Embase); Ebscohost platform (Databases: Academic Search Premier, APA PsychINFO, APA Psych articles, Africa-Wide Information, CINAHL), ERIC, Health Source: Nursing/Academic Edition, Web of Science, LILACS and Cochrane Library. After removing duplicates, we appraised articles using a screening process. At every stage of the scoping review, at least two independent reviewers undertook the screening and data extraction. The Population, Concept, and Context framework and thematic analysis guided our collation and synthesis of the findings. From 12,780 records, we conducted independent screening, yielding 250 full-text articles, which were reviewed for eligibility. We retained 17 full articles in this scoping review. Definitions and conceptualisations of Supported Education were heterogeneous and lacked uniformity. Supported Education was dominantly framed as programmes informed by psychosocial rehabilitation and personal recovery. Supported Education’s primary goal was consistently articulated as enhancing success in the higher education student role. All Supported Education programmes aim to promote students’ achievement of their educational goals. Principles and concepts of psychosocial rehabilitation underpin the conceptualisation of Supported Education programmes. These programmes are developed in response to contextually defined institutional and individual needs.
Original languageEnglish
Number of pages28
JournalJournal of Psychosocial Rehabilitation and Mental Health
DOIs
Publication statusPublished - 16 Feb 2026

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

  1. SDG 03 - Good Health and Well-being
    SDG 03 Good Health and Well-being
  2. SDG 04 - Quality Education
    SDG 04 Quality Education

Keywords

  • students
  • mental health
  • higher education

Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)

  • Healthy Ageing

Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)

  • Equality of opportunity and participation

Publinova themes

  • Other
  • People and Society
  • Health

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