ABSTRACT Introduction People with lived experience of mental health and/or substance use conditions and their families (PWLE) are increasingly engaged in research, yet rigorous guidelines for engagement are lacking. This study aims to co‐design best practice guidelines to support the authentic, meaningful engagement of PWLE in mental health and/or substance use health research. Methods A multi‐panel modified Delphi study was conducted with 61 expert panelists (35 PWLE and family members, 26 researchers/research support staff from across Canada). Participants rated 56 recommendations for importance and clarity. Consensus was defined as ≥ 70% of participants rating items at 6 or 7 on a 7‐point Likert scale (‘very important’ or ‘essential’). Qualitative feedback was analysed using content analysis to identify new items and reviewed for improvements in item clarity. After each round, items not meeting the established threshold of importance were removed. Items with low clarity scores were reworded. A PWLE advisory panel was actively involved throughout the study's design, implementation, interpretation, and reporting, ensuring that the perspectives of people with lived experience were integrated throughout the research process. Results Three Delphi Rounds were conducted. In Round 1, importance ratings ranged from 51.7% to 96.7% of participants ranking the items above the established threshold (average 80.1%), with clarity ratings ranging from 39.3% to 86.9% (average 70.7%) and an average importance coefficient of variation (CV) of 0.16. Four items were deleted, two new items were added and fifty‐five items were revised. In Round 2, 60 (98.4%) participants responded. Importance ratings ranged from 57.6% to 96.7% (average 80.2%; average CV = 0.20). Clarity ratings ranged from 50.9% to 93.2% (average 77.9%). Five items were deleted and eleven revised. In Round 3, 60 (98.4%) participants provided importance ratings ranging from 66.7% to 98.3% (average 80.8%; average CV = 0.20), and clarity ratings ranging from 63.3% to 94.9% (average 81.1%). Three items were deleted and nine were revised. Forty‐four final best practices are proposed. Conclusion These co‐developed best practice guidelines offer recommendations for meaningful PWLE engagement in mental health and/or substance use health research. By following these guidelines, research teams can ensure that PWLE contributions are genuinely valued and effectively integrated, ultimately enhancing the quality and impact of the research and fostering authentic collaboration. Patient and public involvement People with lived experience were engaged throughout the project as key team members, from a patient‐oriented research perspective. They are also co‐authors on this manuscript.
Public alternative schools in the United States are multifaceted educational entities that often serve students marginalized from traditional spaces, yet little research exists highlighting the perceptions of alternative school students regarding mental health-promoting school practices. In this qualitative study, the voices of seven alternative high school students (four female and three male) are presented through the use of a targeted focus group. The following two research questions guided this study: What aspects of the public alternative school environment do students perceive to facilitate their mental health? What aspects of public alternative school environments do students perceive as barriers to mental health? Using qualitative descriptive methods, findings suggested that for these students the alternative school is a unique institution, designed for them, in which they can thrive due to the caring nature of the professionals they encounter. Implications for practitioners dedicated to producing mental health-promoting, inclusive school spaces for marginalized youth are presented.
In this chapter, the author candidly outlines his pathway through higher education. At present, he is an associate professor of special education at the College of Charleston. He's been fortunate to teach in many places and settings, from alternative high school to the university. The purpose of this chapter is to, frankly, write a chapter he wishes he could have read at 20 years old. Too often we tell the story of higher education as being one requiring specific decisions and targeted accomplishments. In reality, there is no one “path” to higher education, if that is what someone wants to pursue. His hope with this chapter provides an honest, unorthodox voice that helps support any fellow academics from the working-poor class, the rural South, or any other marginalized space. Hopefully, as we offer more diverse stories, we can demystify what it means to be a teacher, to be an academic, in a space that has long excluded many.
