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Special Issue: Recovery and Adolescents

Simone Arbour

Sense of Belonging as Experienced in Recovery from Serious Mental Illness: An Integrative Review

Bárbara Toledo Carvalho, Caroline dos Santos, Elizabeth B V Brisola, Graziela Reis, Chyrell Bellamy and Mark Costa
Objectives: The desire to belong is a fundamental aspect of human nature that drives behavior and decision-making. Belonging is not only a need but also a powerful source of motivation. This review aims to contribute to the knowledge regarding recovery from serious mental illness (SMI) and the sense of belonging, by describing how studies understand and incorporate the concept of sense of belonging in mental health practices related to recovery. This topic is important for practitioners, policymakers, people with lived experience, their supporters, and the population in general, as understanding and addressing a sense of belonging should be taken into consideration when effectively supporting and promoting the wellbeing of people with SMI.Research Design and Methods: This integrative review screened peer-reviewed articles from the past 10 years that addressed the sense of belonging involving adult populations experiencing mental suffering.Results: The final sample included 23 empirical studies. These studies revealed the sense of belonging as an experiential, personal, and relational experience involving the following themes: “I can be myself”, “I am a part of the pie”, "I am wanted”, “It’s a mutual thing”, and “There’s trust”.Conclusions: This review emphasizes the important role that a sense of belonging plays in the recovery process, highlighting that inclusion alone is insufficient without a sense of meaningful, reciprocal connections that foster trust. The findings call for further research across disciplines and communities, aiming to genuinely support and embrace people living with SMI.

Recovery High School: Feasibility of Co-Produced, Peer-Based Mental Health Support for Adolescents

Theresa Lin, Samiha Bari and Simone Arbour
Background: Adolescents accessing mental health services face barriers, from long waitlists to lack of age-appropriate programming. Low-barrier early mental health intervention is needed, and the Recovery College model could be an effective approach.Objective: We explored the feasibility of a Recovery College model in the adolescent population, termed Recovery High School, and ascertained the mental health and support needs of this population to inform its development.Method: Information was obtained via semi-structured interviews with mental health clinicians and analysis of data from a mental health hospital’s adolescent waitlist. Themes and trends among adolescents seeking mental health care were developed.Results: Interviews with adolescent clinicians (N=5) yielded nine themes and considerations for Recovery High School. Mental health concerns such as trauma, social issues and emotional dysregulation were identified, and related course topics were suggested. Challenges and logistical considerations such as scheduling and age of students in courses were identified. Caregiver needs included connection and system navigation. Data from the outpatient waitlist revealed mood and anxiety disorders to be the most prevalent issue facing adolescents.Conclusion: Peer-based co-produced educational courses - Recovery High School, was well supported by adolescent clinicians. With some modifications to the adult model, Recovery College could be developed for adolescents and their caregivers.

Models of School-Based Interventions: Protocols for Crisis Situations and Recovery Courses for the Promotion of Well-Being

Alessandra Cassetti, Alessandra Mancaruso and Stefano Costa
This paper presents school-based intervention models designed to promote psychological well-being and manage crisis situations, with particular focus on suicide prevention. Two complementary approaches were developed: (1) well-being promotion courses based on the Five Ways to Wellbeing, and (2) Recovery Courses inspired by the Recovery College model, adapted to high school settings. Additionally, crisis management protocols were implemented to support schools following traumatic events such as student suicide.Both models emphasize co-design, active participation of students, teachers, and parents, and peer-to-peer support. In crisis contexts, interventions are individualized, phased, and coordinated with community mental health services. The results highlight how student involvement fosters emotional expression, resilience, and a sense of connectedness. These initiatives align with the Italian National Mental Health Plan 2025–2030, which promotes recovery-oriented, integrated pathways centered on autonomy, relationships, and social participation.

The Long Way Home

Stacie Mistysyn