Impact of Recovery College Online Courses Across Learner Types: A Multilevel Analysis

Abstract

Background

The COVID-19 pandemic has exacerbated global mental health challenges, emphasising the need for community-based interventions. Recovery Colleges (RCs), offering egalitarian, colearning environments, have been associated with improvements in mental well-being, reduced stigma and greater empowerment. Despite positive outcomes, the effects of online RC courses across learner types and repeated participation remain underexplored.

Aims

To investigate the impact of online RC courses on well-being, anxiety, resilience, empowerment and stigma among diverse learner groups and assess the effects of repeated participation.

Methods

A quasi-experimental, repeated-measures study was conducted with 434 participants completing standardised assessments at precourse (T0), postcourse (T1) and follow-up (T2). Mixed linear models analysed the effects of time, learner types and course frequency.

Results

After correction for multiple comparisons, significant improvements were observed in well-being, anxiety, empowerment (self-esteem/self-efficacy) and disclosure/help-seeking, with benefits sustained to follow-up. Learner types influenced outcomes: Healthcare practitioners showed reduced stigma, while peer helpers, patient partners and relatives demonstrated notable empowerment gains. Repeated participation was not associated with reliable additional benefits after correction.

Discussion/Conclusion

Findings suggest that online RC participation is associated with improvements in mental health and reductions in stigma across diverse learner types. Sustained engagement within the RC’s mixed-learner model, rather than group-specific course designs, appears important for supporting these benefits. Future research should explore long-term impacts, mechanisms of change and service- and organisation-level outcomes.