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The discussion connects adult mental health concepts with andragogy, explaining how self-directed learning and respectful accommodations improve outcomes for all students. Drawing from referenced practices, it outlines inclusive classroom design, self-advocacy development, concrete accommodations, and environmental adjustments addressing safety, flexibility, sensory factors, and classroom interactions.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-mental-health-in-education-examining-the-needs-of-todays-adult-learner/589218/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-mental-health-in-education-examining-the-needs-of-todays-adult-learner/589218.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does adult mental health relate to adult education practices?","Question",{"text":111,"@type":112},"It frames mental health as emotional, psychological, and social well-being that influences how adults think, feel, and act. It also emphasizes that adult learners often prefer self-directed, relevant learning experiences presented respectfully to their existing knowledge.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What is self-advocacy in the context of adult literacy classrooms?",{"text":116,"@type":112},"Self-advocacy is the student’s ability to directly ask for what they need to succeed in the learning environment. Support includes guidance from educators so students feel empowered to request accommodations without shame.",{"name":118,"@type":109,"acceptedAnswer":119},"What accommodations and classroom practices can help learners with mental health needs?",{"text":120,"@type":112},"Examples include offering options and time to process choices, providing flexible seating, and creating positive ways for students to give feedback on learning preferences (e.g., “I do best when…”). These practices are described as beneficial beyond students with mental health diagnoses.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},589218,1792102459,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADULT LITERACY EDUCATION WINTER 2023  \n[http://doi.org/10.35847/KEccleston.5.1.43](http://doi.org/10.35847/KEccleston.5.1.43)  \nForum: Supporting Mental Health  \n(Part 1 of3)  \nAdult Mental Health in Education: Examining the Needs of Today’s Adult Learner  \nKristen C. Eccleston, Weinfeld Education Group  \nAccording to the National Institute of Mental Health (NIMH), one in five adults living in the United States has a mental illness (2022) . The term “mental illness” accounts for a vast number of conditions, all of which differ in the level of impact on an individual. Furthermore, a study from NIMH (2022) estimates that only 43% of individuals with a mental illness receive treatment. With such a high frequency of adults knowingly and unknowingly being adversely impacted by mental health disorders, thereis a strong likelihood that if you are an adult facilitator, you have students struggling with mental health.  \nDespite the varying complexities and diagnoses associated with students who are navigating mental health issues, there are numerous approaches educators and professionals supporting adult learners can take to help students cope with mental health needs. However, to truly understand the purpose of the supports and accommodations we will discuss, it is important to understand firstly what mental health is and how it relates to andragogy or adult education practices. The Centers for Disease Control and Prevention (CDC, 2021) defines mental health as including our emotional, psychological, and social well-being and how those factors influence  \nhow we think, feel and act. Additionally, unlike children, many adults prefer their learning to be self-directed, clearly relevant to their learning needs, and presented in a way that is respectful of their current knowledge and experience (Knowles, 1977) . Moving forward, it is essential to note that whether an adult has mental health needs or not, providing specific accommodations to address adults impacted by mental health diagnoses can benefit all learners.  \nThe following resources and accommodations discussing best practices for students with mental health needs are adapted using Hewitt’s (2017) Yes I Can: A Mental Health Guide for Adult Literacy Facilitators. The information below accounts for the most common student needs and ways for facilitatorsto incorporate best practices into their classrooms that can address various diverse learning requirements. For more detailed information on specific mental health disorders, including how certain disorders present, impact the learning environment, and what facilitators can do to support students, readers are encouraged to reference Hewitt’s (2017) work.  \nThe first step in supporting adult students with mental health needs is to develop an inclusive classroom that is welcoming for all students  \nCorrespondence: [Eccleston.Education@gmail.com](Eccleston.Education@gmail.com) 43  \nregardless of whether they have mental health difficulties. Many individuals diagnosed with a mental health need have faced stigmas surrounding their condition and have learned to mask or hide the symptoms associated  \nwith their disorder. As a result of hiding their disorder, many students do not know the skills necessary to become self-advocates for their learning needs. Self-advocacy is the student’s ability to ask directly for what they need to be successful in the learning environment. For example, students might need copies of lecture slides or extended time during testing. With guidance and openness from educators, students can learn to feel empowered when it comes to self-advocating for the accommodations they require and understand that there is no shame in requesting the resources necessary for their success . Students with mental health needs can benefit from becoming powerful self-advocatesand experiencing teachers who are receptive and open to their requests. Helping students become self-advocates can include:  \n• Creating an environment where st","cbCaieUvajabVEWJ","https://ap.wps.com/l/cbCaieUvajabVEWJ","pdf",80726,"English","# Forum: Supporting Mental Health\n## Adult mental health in education and adult learning needs\n## Inclusive classroom and self-advocacy support\n## Accommodations and flexible learning practices\n## Environmental considerations and sensory support","[{\"question\":\"How does adult mental health relate to adult education practices?\",\"answer\":\"It frames mental health as emotional, psychological, and social well-being that influences how adults think, feel, and act. It also emphasizes that adult learners often prefer self-directed, relevant learning experiences presented respectfully to their existing knowledge.\"},{\"question\":\"What is self-advocacy in the context of adult literacy classrooms?\",\"answer\":\"Self-advocacy is the student’s ability to directly ask for what they need to succeed in the learning environment. Support includes guidance from educators so students feel empowered to request accommodations without shame.\"},{\"question\":\"What accommodations and classroom practices can help learners with mental health needs?\",\"answer\":\"Examples include offering options and time to process choices, providing flexible seating, and creating positive ways for students to give feedback on learning preferences (e.g., “I do best when…”). These practices are described as beneficial beyond students with mental health diagnoses.\"}]","Adult Mental Health in Education - Examining the Needs of Today’s Adult Learner | PDF",1792066772,15]