Research conducted by The NYA/NIACE Young Adult Learners Partnership has shown, however, that effective learning provision can make a big impact on the lives of young adults who experience such difficulties. Projects such as Routes in Derby and Insight in Plymouth have achieved excellent results in developing confidence and self-esteem and gaining independence. Unfortunately, such provision is relatively scarce. Through its research, YALP is aiming to raise the profile of this kind of provision and to demonstrate to policy makers the need to implement effective learning programmes.
An important feature of this work is identifying the factors that contribute to success. These can be summarised as:
- A flexible approach that is focused on the specific needs of individual learners. Young adults with mental health difficulties are not a homogeneous group.
Although they may share common experiences and concerns, the range and severity of the difficulties they encounter is vast.
Individual learning plans, combined with a range of learning activities, and an approach through which young people feel empowered about what, when and how they learn, appear to be most effective.
- This must be underpinned by flexible funding. Many practitioners have expressed concern that funding mechanisms do not take account of the needs of learners with mental health difficulties. Funding that is tied to qualification-based outcomes and targets, and regular uninterrupted attendance, is often unrealistic and will effectively prevent learners with mental health difficulties from accessing provision.
Funders must recognise the fuller range of benefits derived from learning, even though they may be more difficult to measure than conventional targets.
- The experience and personal qualities of staff are also crucial. At one of the projects visited, all of the teaching staff have personal experience of mental health difficulties. The learners appear to respond well to the level of empathy and understanding that these staff can bring to the project. They also provide positive role models of people who have learned to cope with mental health difficulties and now lead full and active lives.
- Partnerships and cross-sector working also play an important role in engaging learners who may be particularly isolated or difficult to reach.
Local networks of health and learning providers, and links with community mental health teams and other medical professionals, can result in young adults gaining quick access to the full range of services they need.
Finally, simple measures, such as the way in which a project is advertised, and the atmosphere created, are important factors in developing a learning programme that will really reach and engage young adults with mental health difficulties. The Routes project in Derby describes itself as "a course for young people 16 to 25 who may feel stressed and negative about things. Routes offers chilled activities and a place to make friends". Inviting young people for an informal chat over coffee; providing taster sessions where young people can meet each other; and allowing the learners to bring a companion, are all important factors in ensuring that the stress of starting a new programme is minimised.
The YALP publication Non-Judgemental - Effective Practice in Learning Provision for Young Adults with Mental Health Difficulties will be available in March 2003.
If you would like a copy of this publication, or if you would like to know more about the interactive website that is in development, please contact Nicola Aylward on 0116 285 3738 or email nicolaa@nya.org.uk.
Research was funded by the Diana, Princess of Wales Memorial Fund.
