Clients said:

• I need to work at my own pace.
• I need plenty of time.
• Side conversations are frustrating. I think people are talking about me.
• We can’t learn if we are nervous. We need to feel comfortable.

Social Situations

Clients identified social situations in colleges and high schools as being challenging. Mental health workers said that clients may not know how to socialize or they just may not be interested in it. They reported that sometimes clients feel isolated in social situations because they hear about social interactions that they wish were happening in their lives. They also have less money than a lot of other students. Clients did not report problems with social situations in adult literacy programs. They may be happier if they know socializing is not a requirement and that there is somewhere they can go during breaks to avoid socializing.

Learners often get themselves into difficult situations because they do not have good decision-making skills. They need help to improve their skills in this area.

Teaching

These are recommendations from literacy staff, mental health workers and clients for providing a good learning environment for people with mental health issues. They are often already in place.

• Clients/learners need a clear framework – give explicit explanations and directions. Provide structure and set clear boundaries. Be open about issues.
• Don’t do all introductions immediately (too overwhelming).
• Take time to listen. Help learners separate their home life from school. However, it might be necessary to let them know when they are disclosing too much information and that they should talk to their mental health worker.
• Build confidence, establish rapport and don’t be judgmental.
• Be flexible and responsive to the needs of the learner. If the learner is having a bad day, encourage the learner to practise rather than learn new work. Ask if it is a people (interaction) or a paper (working alone) day.
• Some students need to read under their breath to help them absorb information. If they don’t do this, they race through the work and think they have read it but don’t remember what they have read. Teachers may want to give the student one page at a time and cover up the next part of the activity so that they are not distracted. Teachers may also want to cover up multiple choice questions until the student has understood the content.
• Be patient. Encourage students to try. They often find they can do more than they think. Push gently.
• Provide regular feedback. Focus on strengths. Celebrate success and give certificates.
• Provide stimulating activities.
• Work on practical literacy issues such as cheques, banking, menus, mail, street signs, bus routes, maps, classified ads in newspaper, basic recipes, information about medical conditions and medications.