Understanding the benefits and limitations of sharing experiences of mental health difficulties between students and tutors at a recovery college

Purpose This paper aims to explore the role of peer support and lived experience, central to the Recovery College model. Tutors commonly share personal experiences with mental health challenges to break down stigma around discussing mental health. Feedback on this process has been largely anecdotal, with no systematic exploration conducted within the service. This study addressed this gap by investigating how students engaged with shared experiences of mental health difficulties. Design/methodology/approach This study comprised three phases: (1) A quantitative survey of 18 tutors to assess perceptions of challenging aspects of personal disclosure; (2) A focus group with stakeholders to co-design the interview schedule; and (3) Nine qualitative interviews with students. Interpretative phenomenological analysis was used as a methodological tool which explores individuals’ lived experiences in detail, aligning with the study’s focus on personal experiences in mental health recovery. Findings Three superordinate themes emerged. Students found the process of hearing and sharing lived experiences to be authentic and therapeutic, contributing to a deeper understanding of personal challenges. Some students recommended additional training for tutors in handling difficult emotions that may arise during courses. These insights informed a set of service recommendations. Practical implications Recommendations included revising tutor recruitment and training procedures, as well as improving the student induction process. Training materials and content were developed accordingly. Originality/value To the best of the authors’ knowledge, this study marks the first qualitative evaluation of student experiences at the service.