Samenvatting

To explore conceptual frameworks and practice approaches underpinning Supported Education programmes for students with mental health problems in higher education institutions. We followed Arksey and O`Malley`s (2005) Scoping Review Framework and its revised versions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist further guided our report production. The following databases were searched for the period January 1985–October 2024: PubMed; Scopus (including contents of Embase); Ebscohost platform (Databases: Academic Search Premier, APA PsychINFO, APA Psych articles, Africa-Wide Information, CINAHL), ERIC, Health Source: Nursing/Academic Edition, Web of Science, LILACS and Cochrane Library. After removing duplicates, we appraised articles using a screening process. At every stage of the scoping review, at least two independent reviewers undertook the screening and data extraction. The Population, Concept, and Context framework and thematic analysis guided our collation and synthesis of the findings. From 12,780 records, we conducted independent screening, yielding 250 full-text articles, which were reviewed for eligibility. We retained 17 full articles in this scoping review. Definitions and conceptualisations of Supported Education were heterogeneous and lacked uniformity. Supported Education was dominantly framed as programmes informed by psychosocial rehabilitation and personal recovery. Supported Education’s primary goal was consistently articulated as enhancing success in the higher education student role. All Supported Education programmes aim to promote students’ achievement of their educational goals. Principles and concepts of psychosocial rehabilitation underpin the conceptualisation of Supported Education programmes. These programmes are developed in response to contextually defined institutional and individual needs.