Key components for promoting recovery colleges globally
image: Six cultural characteristics in the cultural dimension theory
Credit: Yasuhiro Kotera, Amy Ronaldson, Simran Takhi, Simon Felix, Mariam Namasaba, Simon Lawrence, Vanessa Kellermann, Agnieszka Kapka, Daniel Hayes, Danielle Dunnett, Tesnime Jebara, Michio Murakami, Ioannis Bakolis, Julie Repper, Sara Meddings, Vicky Stergiopoulos, Lisa Brophy, Clara De Ruysscher, Lene Eplov, Charlotte Toernes, Dagmar Narusson, Bernd Puschner, Ramona Hiltensperger, Yuki Miyamoto, Stynke Castelein, Trude Gøril Klevan, Hannah Morland-Jones, Edith Moore, Samson Tse, Michael Ryan, Gianfranco Zuaboni, Charlotte Hanlon, Laura Asher, Wouter Vanderplasschen, Susana Ochoa, Jonna Tolonen, Ashleigh Charles, Mário Andrade, Daniel Elton, Peter Bates, Julie Cooper, Jason Grant, Claire Henderson, Mike Slade.
Recovery Colleges (RCs) are an innovative mental health support model centered on education, skill-building, and social support, designed for individuals with mental health challenges, their careers, and professionals. Originating from the 1990s in the USA and established in England in 2009, RCs have expanded to 28 countries across various healthcare and community settings; however, recently, the cultural inclusivity and effectiveness have been doubted. A recent study published in General Psychiatry reveals how culture shapes RC fidelity components.
Researchers from the University of Nottingham, along with collaborators from other institutions, conducted a cross-sectional study, involving 169 RCs in 28 countries and territories. All data were acquired via self-report surveys.
This global study identified significant associations between Hofstede’s cultural dimensions and fidelity items in the RC model, revealing that cultural characteristics influenced seven out of twelve fidelity items. Key findings include: individualism and short-term orientation were linked to greater emphasis on equality, autonomous learning, and explicit strengths-based practices; uncertainty acceptance supported interactive and exploratory learning environments; while collectivistic, restraint-oriented, and uncertainty-avoidant cultures showed a preference for implicit strengths approaches, role clarity, traditional course offerings, and collective relationship evaluation. These results provide actionable guidance for culturally adapting RCs—especially in new or diverse settings—by highlighting specific operational aspects, such as co-production, community integration, and commitment to recovery, that require tailored implementation to enhance equity, effectiveness, and social inclusion across different cultural contexts.
As one of the first systematic examinations of culture's role in RC operations, this study underscores the need for qualitative future research, stakeholder engagement, and ongoing evaluation to support adaptation in diverse settings. Applying these findings can help scale RCs globally and promote mental health recovery equitably across cultures.