Abstract
An unprecedented and growing number of postsecondary students report psychiatric disabilities. This issue brief examines current research and practice efforts that have been addressed in meeting the needs of individuals with psychiatric disabilities within the postsecondary setting. While there is only limited research on this issue to guide practice, information has recently become available that helps identify some barriers faced by students with psychiatric disabilities and service providers alike. Based on the results of 39 focus groups conducted with postsecondary disability support services (DSS) staff, faculty, administrators, and students with psychiatric disabilities, five primary barriers that impact the educational experience of students and service-delivery issues for providers have been identified. This document discusses these barriers and offers strategies for practice and recommendations. While research on best practice in this area is lacking, efforts continue on behalf of many disability support service providers to develop and implement models of service to meet this challenge.