The Developmental Impact of Mental Health Lived Experience Advocacy on Youth Education and Employment Engagement

The Developmental Impact of Mental Health Lived Experience Advocacy on Youth Education and Employment Engagement | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Developmental Impact of Mental Health Lived Experience Advocacy on Youth Education and Employment Engagement Christopher Wainwright, Neil Harris, Rob O'Leary, Tom Riley, Ernesta Sofija This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7050255/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract Young people with mental ill-health often experience significant exclusion from education and work due to the direct and indirect effects of their symptoms. While mental health lived experience advocacy offers a promising pathway to empowerment, its impact on wellbeing and subsequent education and work engagement in young people is not well understood. This qualitative study explored these impacts through semi-structured interviews with 18 lived experience advocates aged 18–33. Participants described how exclusionary barriers, challenging peer relationships, and difficulties accessing support hindered their educational and occupational engagement, often creating a negative cycle with wellbeing. However, the process of becoming a Lived Experience Advocate (LEA) cultivated empowerment through four key mechanisms: The Creation Mindset; Championing My Own Mental Health; Shaping the Trajectory of My Career and Remember This. These developments improved wellbeing and equipped LEAs with tangible skills to self-advocate, enabling them to secure accommodations, reduce social exclusion, and achieve greater mastery in educational and work settings. The study findings can inform the development of accommodations by educational institutions and employers, and guide youth mental health service design by demonstrating LEA’s role in enhancing engagement. This research offers new insights into the transformative personal effects of lived experience programs. Introduction Contemporary mental health service design is undergoing transformational reform, increasingly emphasising the power of lived experience. This shift calls for a multifaceted approach that incorporates storytelling, mental health championing, and the development of tangible solutions (McGorry et al., 2024). In both clinical and community settings, lived experience advocates (LEAs) are uniquely positioned as friends, experts and professionals (Janouskova et al., 2022) using their mental health narratives to support peer recovery. Such advocacy is especially potent for young people, who are particularly receptive to peer influence and role modelling of positive recovery. Existing research centres on the personal empowerment advocacy offers to young individuals with mental ill-health (Wainwright et al., 2025). However, less understood is its potential to address the disproportionate social exclusion these young people face in educational and workplace contexts. This paper investigates if advocacy can be a developmental pathway for mitigating these barriers and fostering engagement. Social wellbeing, as theorised by Keyes (1998), hinges on the quality of relationships individuals maintain with others and with societal institutions. Stronger relational quality fosters greater social contribution, actualisation and acceptance, thereby enhancing emotional and psychological wellbeing dimensions, such as life satisfaction, personal growth, and environmental mastery (Salama-Younes, 2011). This framework emphasises the deep connection between social wellbeing and social inclusion. For young people, positive engagement in education and work environments cultivates wellbeing, while improved wellbeing reciprocally boosts their capacity for such engagement (Bruggeman et al., 2024). However, when conditions impede engagement with education and work, this could lead to social exclusion which further undermines mental health (Filia et al., 2025). Building on this framework, lived experience advocacy can be conceptualised as direct mechanism for enhancing social wellbeing. By providing young people with a platform for social contribution and fostering sense of purpose and actualisation, advocacy may directly reinforce the very dimensions of wellbeing theorised by Keyes (1998). However, the precise nature of this relationship remains underexplored. Therefore, to build the case that advocacy can mitigate social exclusion, we will first overview the evidence linking advocacy and wellbeing. Advocacy and Wellbeing A recent scoping review explored how advocacy involvement impacts mental health outcomes, offering insights relevant to young people’s broader engagement (Wainwright et al., 2025). Advocacy training improves mental health literacy (Jenkins et al., 2023), enabling young people to reframe their experiences as positive recovery narratives (Watson et al., 2023), thereby reducing self-stigma and improving help-seeking intentions (Halsall et al., 2024; Tisdale et al., 2021). Moreover, participation in advocacy often involves transformative processes like peer interaction and public speaking, which build confidence (Lindstrom, Sofija and Riley, 2021). Despite this promising research, further exploration is required to understand how the foundational knowledge and transferable skills developed through advocacy impact education and workplace engagement. The emotional intensity of managing mental health symptoms alongside institutional engagement, such as education and employment, is significant. Beyond fostering confidence and self-esteem, advocacy can enable LEAs to develop their identities by using their lived experiences for a broader purpose (Bovarnick and Cody, 2021). This provides purpose and direction towards LEAs’ overall goals (Howe et al., 2011; Lindstrom, Riley and Sofija, 2021), which are hypothesised to translate into improved engagement in education and the workplace. However, advocacy also necessitates strategies for managing potential burnout and negative emotions (Wogrin et al., 2021). Limitations persist in understanding precisely how advocacy informs identity development, shapes LEAs’ perspectives on their mental health experiences, and how these shifts in emotional and psychological wellbeing subsequently influence educational and workplace engagement. Education Researchers highlight a bidirectional relationship between mental health and education (Datu and King, 2018). Compton and Shim (2015) identified education as a key determinant of mental health, influencing wider lifestyle aspects including social networks, health behaviours and criminal justice involvement. Thus, education is a central institution for young people, with potential to influence their wellbeing. Effective educational engagement can reduce both the probability and severity of mental health symptoms (Kondirolli and Sunder, 2022). However, young people with mental ill-health often exhibit lower educational engagement and higher dropout rates. For example, Zajac et al (2023) found student dropout 1.77 times higher in cases of mental ill-health. Such students may possess fewer psychological resources to cope with adversity, impacting their sense of control and ability to delay gratification (Niemeyer et al., 2019). Without timely support, this can lead to diminished educational engagement due to impacts on learning capability and motivation (Bowman et al., 2020). The intricate relationship between symptom management and educational attainment is also evident: for students with mental ill-health, higher grades correlate with high anxiety, while lower grades correlate with depression (Duncan et al., 2021; Fernandez-Castillo and Gutierres Rojas, 2009). This emphasises the challenge where increased symptoms can hinder engagement, and engagement itself may sometimes exacerbate symptoms. The transition between schooling and further education poses a heightened risk of young people becoming NEET (not in education, employment or training) (Holloway et al., 2018), particularly for vulnerable groups. Tertiary education itself is a challenge, presenting issues such as increased independence, new learning styles, and financial burdens (Campbell et al., 2022), all potentially influencing mental health and engagement. Equipping LEAs with advocacy skills and opportunities could improve educational engagement by enhancing their capacity to manage mental health symptoms, thereby freeing cognitive resources for studies. Advocacy also offers LEAs opportunities to connect with peers, support mental health disclosures and strengthen bonds within reference groups – key elements of social inclusion. Although direct research linking advocacy to educational engagement is limited, parallel self-efficacy interventions focused on communication and resilience have shown reduced depression, anxiety and stress among students (p<0.05) (Zarimoghadam et al., 2021). This suggests a potential link between advocacy involvement, improved mental health, and subsequent educational engagement. However, this relationship requires deeper exploration to detail how advocacy can foster educational engagement and inclusion, particularly for young people with mental ill-health who may feel excluded from such settings. Employment Vulnerable young people often face structural barriers to employment, including challenges with human capital endowments, relevant skills and protective factors (McClelland et al., 2000). This is corroborated by studies identifying a bidirectional relationship between mental health and employment (Dooley et al., 2000; Jefferis et al., 2011; Kasl et al., 2007). Unemployed young people exhibit higher depression prevalence (13.8% vs 7.5%) and distress rates (47.7% vs 34.5%) (Subramaniam et al., 2022). A further study found that full-time employees reported lower distress and depression symptoms and engaged in healthier coping mechanisms (Perreault et al., 2017). Furthermore, young people with mental ill-health may take jobs below their skillset to manage cognitive load, leading to intellectual boredom (Subramaniam et al., 2022). Fulfilling employment can have a buffering effect; even individuals exhibiting serious mental health conditions report higher quality of life, greater self-esteem, and fewer psychiatric symptoms when employed (Drake et al., 2013; Luciano et al., 2014). Employment offers opportunities to develop self-worth and purpose, essential for recovery (Subramaniam et al., 2022; Vaingankar et al., 2020) and provides identity and structure (Drake and Wallach, 2020). The absence of this institutional centrality can worsen symptoms (Fryer, 1998; Jahoda, 1981). Workplace interactions, a vital source of social support (Perreault et al., 2017), can offer distraction from symptoms and expand social circles (Subramaniam et al., 2022). Conversely, youth unemployment can have lasting negative effects on prospects and earnings (Gregg and Tominey, 2005; Viner et al., 2015). However, obtaining employment is not the sole consideration. Workplace engagement barriers for individuals with mental ill-health include stigma, which can lead them to leave positions rather than advocate for their needs (Ebuenyi et al., 2019). Managerial support is essential for sustained focus and motivation among employees with mental health conditions (Blank et al., 2011; Johnson et al., 2009). Lived experience advocacy may enhance workplace engagement by developing transferable skills such as confidence, communication and interpersonal management (Wainwright et al., 2025). This is pertinent as negative work relationships can affect social bonding and self-perception, exacerbating mental health symptoms (Marwaha and Johnson, 2005). Research consistently highlights the need for structural changes in the employment systems to mitigate exclusion and discrimination, and support young workers in developing self-efficacy and workplace identity (Gupta et al., 2023). However, current research has yet to provide a longitudinal view of how advocacy enables LEAs to find workplace fulfillment, develop careers, and champion mental health within these settings. While extensive research has explored the personal impacts of advocacy and established links between mental health, education and employment separately, the synergies, specifically how lived experience advocacy fosters social inclusion within educational and workplace domains for young people with mental ill-health remain underexplored. This study, therefore, investigates how advocacy training can improve social wellbeing and inclusion for these young people by fostering their engagement in educational and workplace settings. The findings will have implications for organisations involved in designing and implementing programs related to mental health, community interventions, advocacy and youth development, as well as for researchers in the field. Study context: The batyr’s ‘Being Herd’ Program To investigate lived experience advocacy as a potential pathway to empowerment and social engagement, this study examines the ‘Being Herd’ program, delivered by the Australian preventive mental health charity, batyr. The program was selected for its structured approach to transforming personal experience into public advocacy. The ‘Being Herd’ workshops train participants to reframe their mental health experiences into powerful narratives for positive change. According to batyr’s program framework, its ‘Lived Experience Theory of Change’ (batyr, 2025), the program aims to build competencies through education on safe storytelling and stigma reduction. The program’s documented outcomes align closely with the theoretical constructs of this paper. The supportive, peer-based workshop environment is designed to foster strong social connections and validate participants’ experiences, which directly relates to the concept of social wellbeing (Lindstrom, Sofija and Riley, 2021). Furthermore, the program explicitly seeks to cultivate self-efficacy through improved confidence, mental health literacy, and collaborative professional skill-building. These outcomes reportedly lead to reduced self-stigma, greater willingness to disclose, and enhanced coping strategies. Importantly, batyr provides a tangible pathway from personal storytelling to public advocacy. Participants can receive further training to become ‘Lived Experience Storytellers’, engaging in community presentations and civic opportunities such as advisory roles and policy collaborations. This structured progression from personal development to social contribution makes the ‘Being Herd’ program a particularly relevant context for investigating how lived experience advocacy may serve as a pathway to empowerment, improved wellbeing, and ultimately, enhanced engagement in education and work. Methodology Aims and Objectives The purpose of this study is to explore how mental health lived experience advocacy can influence education and workplace engagement through direct routes and improved wellbeing. This is achieved through objectives: To explore how advocacy mitigates the barriers to social inclusion for young people with mental ill-health in education and the workplace . To understand the participant perspectives on the relationship between mental health advocacy and social, emotional and psychological wellbeing. Data Collection This qualitative exploratory study is based on semi-structured interviews with 18 participants, a method chosen as it effectively balances guided inquiry with the flexibly needed to probe emergent themes and capture rich, detailed reflections. Interviews lasted approximately 45 minutes, and were conducted in-person (n=1) or online via Microsoft Teams (n=17). All interviews were recorded and transcribed for analysis. Participants were asked to reflect on their mental health and advocacy experiences, as well as the relationship between wellbeing and educational and workplace engagement. The interview guide is presented in Table 1 . Table 1 – Semi-Structured Interview Questions Topic Questions Background questions What motivated you to become an LEA? What support did you receive from batyr to become an LEA? What have you been up to professionally since becoming an LEA? Wellbeing How would you describe the impact of becoming an LEA on your overall mental health? Education Have you faced any mental health challenges linked to educational engagement and attainment? How has this evolved since becoming an LEA? Employment Have you faced any mental health challenges linked to your employment experiences? How has this evolved since becoming an LEA? Participant Recruitment Participants were recruited from batyr’s lived experience storyteller pool – young people who had attended the ‘Being Herd’ workshop and were subsequently offered the chance to become an LEA. A total of 135 invitations were sent, from which 22 expressions of interest were received. From this, four participants did not respond to follow-up; eighteen participants gave consent and were included in this study. As a token of appreciation, participants were entered into a draw to win one of five gift cards with a value of $100. Data Analysis Interview transcripts were initially reviewed to generate codes for thematic analysis undertaken following the guide of Braun and Clarke (2022). Codes were generated across broad themes including experiences with batyr, wellbeing, education and workplace empowerment. The first author generated a list of codes, which was updated following discussion with the research team. Coding was undertaken on a line-by-line basis by NVivo (Version 13) software. Thematic analysis allowed assessment of content, construct and criterion validity (Guest et al., 2012), assessing the impact of advocacy upon educational and workplace outcomes, as well as general wellbeing. The research team worked collaboratively to corroborate interpretation of transcripts and refine the themes. Braun and Clarke (2019) advise against interpretations of ‘data saturation’, instead advancing that meaning is generated through data, rather than extracted from it. As such, all 18 transcripts were included in the study as they each elicited meaning, although many resulted in repetitive data after around 10 participants. Participant Characteristics Participants’ involvement with batyr varied, averaging 3.9 years of service. They were located across Australia, with the largest representation from New South Wales (n=9), followed by Queensland (n=4), Victoria (n=3), and one participant each from the Australian Capital Territory and South Australia. Ages ranged from 18 to 33 (mean age = 27), and the group was predominantly female (n=15). A majority were Australian-born (n=15). Cultural backgrounds included Australian (excluding Aboriginal or Torres Strait Islander, n=13), Anglo-European (n=2), Southern and Eastern European (n=2), with single participants identifying as Southern and Central Asian, South and Central American and Caribbean Islander, and Sub-Saharan African. Highest level of completed education was dispersed across senior secondary school (n=2), graduate certification (n=3), bachelor’s degree (n=8), master’s degree (n=4) and no response (n=1). Compliance with Ethical Standards The protocol was approved by Griffith University Human Research Ethics Committee (HREC) in accordance with Human Research Ethics Guidelines ( GU Ref No: 2024/888 ). All research was conducted in accordance with these guidelines including informed consent, which was received from all participants. The interview guide was prepared in collaboration with batyr to ensure safe language usage, alongside mental health first aid training and support signposting to ensure minimal risk of trigger and trauma. To ensure confidentiality, all data were de-identified and participant names were replaced with common Australian pseudonyms. It is acknowledged as a limitation that chosen pseudonyms may not reflect the ethnic diversity of participants sample. Results Thematic analysis revealed four key themes that collectively illustrate a transformative pathway. This pathway describes how young people leverage lived experience advocacy to reframe their personal narrative, build resilience, and foster engagement in education and work. The four generated themes are: 1) ‘The Creation Mindset’, which describes how participants transform their experiences into meaningful perspectives to shape their interactions with institutions; 2) and 3) ‘Championing My Own Mental Health’ and ‘Shifting the Trajectory of My Career’, two interrelated themes focused on the development of self-advocacy and transferable skills; and 4) ‘Resourcing Resilience’, which concerns the strategies participants employ to manage their wellbeing and sustain their engagement. The “Creation Mindset” The “creation mindset” describes participants deriving meaning from their mental health experiences and using this to alter their relationships with institutions. In education, many participants struggled with mental ill-health and a lack of support saw the development of stigmatising attitudes. This was especially difficult combined with pressures such as choosing a career path or interpersonal relationships; “trying to blend in…and figure out your identity” ( Harper ). Many participants discussed the difficulty in transitioning to tertiary education and managing symptoms alongside independent study and living; “very isolating…everything is so new and different” ( Isla ). Participants experienced a range of mental health challenges in education, ranging from anxiety and depression to complex eating and personality disorders. When combined with a “competitive environment among peers ” ( Harper ) and general student stress, this highlighted mental health symptoms. Participants reached out to teachers or family for support, and experienced a range of reactions: “Everybody dismissed me as being disobedient or rebellious instead of recognising that I actually needed help with my mental health ” (Aria) “What I found most helpful about the teachers that I did speak to or that I had to speak to was that they brought in their own stories as well.” (Lucy) “I don't think I ever felt like support in that sense, purely because, like mental health wasn't really a discussion in my family . It was very, very taboo.” (Zoe) “I've always had a very stable relationship and a really open relationship with my parents, so I was really lucky to kind of have them to lean on.” (Georgia) In many cases, the unsupportive experiences were underpinned by low mental health literacy; “…the people around me didn’t necessarily have that vocab and neither did I” ( Zoe ). In other cases, participants were discouraged from accessing support due to cost, bureaucracy or a feeling their experiences did not merit intervention. For some participants who went on to access formal support, this came at a “ crisis point ” ( Isla ), and many expressed that interventions did not help due to invalidation or misdiagnosis; “Like it was quite a band-aid fix…they were pursuing the wrong diagnosis. I was re-diagnosed with bipolar a couple of years ago” ( Sophie ). Notwithstanding, some described accessing support as transformative – “Reaching out for that support at that point in my life…was the thing that connected me with a therapist that I’ve seen since” ( Ethan ). Participants explained the impacts of mental ill-health upon their educational engagement, including a lack of focus, inability to maintain workload, declining attendance, emotionally ‘checking out’ or leaving education. In some cases, this affected their grades. Even in cases where attainment was not affected, participants could be driven by perfectionism and a desire to prove themselves, which led to burnout: “I was at school most of the time, but like physically, I was there. Emotionally, mentally, I was not there. So even though I was present in class, I was not taking anything in.” (Ivy) “I couldn't focus and I couldn't do anything. I couldn't keep up with deadlines. It was miserable.” (Aria) “I got my first class honours. I was happy with the educational side of things like I did well, the cost was to my mental distress really.” (Ethan) Despite formative experiences driving stigmatising attitudes, participants were empowered through advocacy and finding meaning in their mental health journeys. Participants explained that reframing their experiences enabled growth through adversity, viewing their experiences through a “creation mindset” ( Mia ) where they can use their journeys to inspire others. Moreover, mental health experiences were framed as non-linear, “not a thing you will necessarily experience forever” ( Ethan ) and most importantly a recognition that their narratives would grow alongside their journeys – “your mental health story can grow with you.” ( Sadie ). This important recognition allows mental health labels to be reflexive, rather than constrictive. Reflexive storytelling allows self-compassion and authenticity, with a recognition that “it’s totally fair enough that I had to have all those disruptions to school because I was going through some really hard (things)” ( Sophie ). After gaining ownership of their mental health experiences, participants benefited from an altered view of self. Many discussed a newfound passion and purpose, especially through working with like-minded others. Sharing mental health experiences added to their professional credibility and allowed them to enjoy external validation generated through storytelling: “there’s the glow you feel after you’ve shared and you get a round of applause for your story as well.” ( Sadie ). Finally, the creation mindset allowed participants to develop other aspects of their identity such as open-mindedness – “I’ve learnt that everyone has a backstory” ( Daisy ); active listening – “listening to people without feeling like I need to solve or offer solutions ( Ethan ); and managing expectations of others – “some people are going to react in a way that’s going to be hard for you to hear” ( Hannah ). “Championing My Own Mental Health” Upon reframing their mental health experiences, participants spoke of the transformative process of self-advocacy, where they learned to take ownership and communicate their needs with employers and education providers. Prior to developing self-advocacy, participants discussed navigating mental ill-health in the workplace; a ‘cyclical’ effect compounded with challenging organisational cultures and colleague relationships: “…when I was struggling with my mental health, I would struggle more at work. But then if I was struggling more at work, I would struggle more with my mental health . And sometimes that would create more of a cycle and then it would create a spiral.” (Lucy) These worsening symptoms had a range of impacts. Some participants would have difficulty in finding motivation, leading to performance and quality issues. Others would assume work below their skillset, or push through due to fear of repercussions, resulting in burnout. One participant ( Mia ) was even dismissed: “…some days (it) impacts the performance of your work because you can't just do what you need to do or do it to the same quality that you need to.” (Aria) “Right now, I'm just gonna take the paycheck and do the thing that I could do in my sleep .” (Ethan) “It hasn't been like without a lot of energy and burnout is something I experience quite a lot.” (Mia) “It was issues we were having were that I knew I wasn't comfortable saying, hey, I'm autistic and ADHD like I might need direct instructions or just some communication differences and I noticed a lot of the poor feedback I was getting was really related to those sort of areas and that misalignment.” (Mia ) Reflections on the impacts of mental health in the workplace led participations into discussions around support. Some participants expressed concerns that company policies were insufficient or overly tokenistic initiatives which did not address workload stresses. One stated: “it’s very much this temporary fix. Like we do the Mental Health Awareness Day, then we go back to grinding it out with clients and it’s back to profit decision” ( Hannah ). This linked with a wider theme of some participants not feeling supported by employers, feeling ‘unsafe’ ( Carl ) or ‘embarrassed’ ( Hannah ) to disclose. One participant, Hannah, even spoke of ‘systematic risks’ in disclosure. Notwithstanding, an overwhelming majority of participants stated that championing their mental health with employers was a positive experience. Those who had positive interactions explained their diagnosis felt “well-received” ( Isla ), “supported” (6 participants) and “understood” ( Sadie ); “You know the way it empowers people to feel confident about…owning their journey and championing their own mental health” ( Isla ). Engaging with batyr allowed participants to champion their mental health and self-advocate. Participants felt they had developed the vocabulary and ‘safe language’ (5 participants) to share their experiences in a “way that makes sense and is easy to comprehend” ( Isla ). Participants’ newfound confidence ensured that they implemented more effective boundaries over their workload and asked for accommodations; “ if we need to have time off or make adjustments, she's (manager) more than happy to do that, no questions asked.” ( Ivy ). The power of self-advocacy can also translate to educational domains. Participants enrolled in tertiary education post-advocacy training actively used this skill, whilst others were able to reflect retrospectively and explained that self-advocacy would have allowed them to communicate with disability liaison services and lecturers, leading to accommodations such as breaks to avoid overstimulation and support in managing workloads: “the first time I went to uni before the Being Herd workshop, I didn't engage with the Disability Liaison Office, whereas after the workshop I did I felt more confident to self-advocate my needs” ( Sophie ) . “I talked to her about how stressed I was getting and needed that support. And that led me through her suggestions, I applied to special consideration and that allowed me to get extension and assignments. It allowed me to do exams in a smaller venue and to just have a bit more flexibility.” (Ruby) “The way I learned was very different, so making things more engaging and tailored 'cause I feel like a lot of things are very fit in this box and as a neurodivergent person…I don't fit in the box. But having being able to take breaks, being in like understanding over simulation, that would have been good.” (Aria) “Shifting the Trajectory of My Career” Environmental mastery refers to participants taking ownership of their environment, ensuring effective participation and contribution. The development of transferable skills allowed them to do so. Participants identified the development of various skills, with public speaking being a central component. This included development in areas of tone and pacing, persuasive and structured storytelling, and discussion of sensitive issues: “Public speaking in general absolutely has made a difference, and it's been something that I used to really enjoy at a young age before I developed anxiety. So I think the definitely the support around that actual public speaking part with batyr has been really amazing.” ( Mia ) “Having that awareness in the back of my mind of the benefits of choosing words carefully. When you're talking about something that's so vulnerable.” ( Ruby ) Participants found their public speaking skills to be advantageous in academic and corporate contexts: “I think it's just given me a lot of sort of confidence in general and being able to actually as even at uni at times it's I've put my hand up to be the one the group assignment to present.” ( Mia ) “I can talk about a quarterly report if I can talk about my experience of being bullied” ( Carl ) Newfound public speaking skills also boosted confidence and self-esteem, as discussed by seven participants. Boosted communication also led to development in areas of interpersonal; “it’s benefitted my relationships in more ways than I can count” ( Isla ); teamwork; “apply all the things I learnt…to my workplace and that impacts the way I speak to people” ( Lucy ); and network; “talking to the right people sometimes about what’s out there” ( Sadie ). Furthermore, participants spoke of enhanced leadership skills ( Isla ), governance insight ( Harper ), campaign management ( Isla ) and problem-solving ( Harper ), all contributing to effective participation. Furthermore, many participants involved in mental health work discussed how their advocacy skills added perspective to their role. Participants who studied or worked in psychology space spoke of a “different lens” ( Isla ) which added “subjective depth” ( Lucy ). Similarly, those in healthcare discussed benefits of personal disclosure: “I work as a mental health nurse, so it's actually really helped me in my job as well to safely disclose my personal experiences that are obviously going to benefit the patient.” ( Poppy ) “I also did a mental health OT [Occupational Therapy] placement last year and even there with … the people I was with, I felt comfortable sharing.” ( Daisy ) In many cases, equipping participants with skills and advocacy experiences shaped their wider educational goals and career trajectories. For those studying mental health, it “solidified” their passion ( Lucy ). Three participants began studying mental health-related courses resulting from their involvement with batyr. Moreover, five participants began working in advocacy or roles related to mental health care due to their developed passion, with one stating it had “shifted the trajectory of my career ” ( Zoe ). With developed educational goals and career trajectories, this served as a catalyst for engagement. Participants explained that earlier access to the program would also have allowed them to gain mastery over the educational environment, and promoted help-seeking for their mental ill-health: “I think honestly like a program like batyr would have helped a lot, even just someone coming out and saying, like, it's OK to speak up because I like I never spoke up and reached out for help.” ( Daisy ) “And to hear someone else have a similar experience in terms of navigating depression and anxiety, but then also navigating what it was like to experience instances of self-harm and suicidal ideation. That for me was something that I had buried so deep within myself and kept so to myself, out of just shame.” ( Isla ) However, the most transformative skill was improved mental health literacy. Participants spoke of learning the vocabulary – “I was feeling in such silence because I didn’t know what the name for it was” ( Isla ), strategies – “I said I was using them (strategies)…I could have really tried a bit harder with that” ( Poppy ), and resources – “I had nowhere, no idea where to go to look for help” ( Aria ) conducive to mental health conversations. This would have encouraged help-seeking behaviour and understanding of the accommodations needed to effectively engage; “even those accommodations, I definitely know they could have helped cognitively” ( Mia ). “Remember This?” Through crafting personal mental health narratives, participants were able to reflect in times of struggle upon the sources of support and perspectives they had previously experienced. participants felt an inherent determination to access support when they noticed symptoms to avoid being “hypocritical” ( Harper ), in the sense that their advocacy role should be aligned with their personal values – “practice what I preach.” ( Sienna ). Furthermore, through resourcing resilience participants were able to implement proactive coping strategies which mitigated mental ill-health symptoms. They were able to recognise “early warning signs” ( Isla ) which resulted in a range of solutions being implemented including; minimising negative self-talk – “shut that voice down instantly” ( Hannah ); avoiding triggering situations – “I won’t put myself in that situation because it’s stressful and loud” ( Ruby ); spending time with friends and family – “I’d catch up with my friends regularly. I find that recharges my battery” ( Ivy ); and taking care of physical health – “I have to exercise quite a lot.” ( Georgia ). Even in cases where this did not result in improvements in symptomology, it helped participants to shape their perspectives; “I’ll get anxious thoughts or anxious feelings…the difference is I feel capable and able to deal with them.” ( Carl ). Resourcing resilience also led to a feeling of empowerment, with participants reflecting that they had strong mindsets to overcome mental health challenges, and the capacity to overcome future challenges: “When I'm talking about my story and the coping strategies that I have, that it like, almost acts as a reminder to myself, like a little sort of affirmation…Remember this?... I'm saying it so often that then that encourages me to keep up with my coping strategies and my practises for like how to look after myself” (Harper). “I used to think I had like, no resilience and I was like a weak soldier, but I think now…I can actually do it. And like, it makes me like, what else can I do? I want to do more.” (Georgia) This resulted in a perception that symptoms were more “manageable” ( Ivy ); “there’s a past place where things were…at the lowest of the low and you did get through it.” ( Sadie ). Through cultivated resilience, participants expressed that their symptomology had improved following their involvement with batyr. Four participants explained that they had either discontinued unsupportive medication or received a more suitable one, with Aria stating: “I used to rely just on medications, which weren’t working, but now I’m way more focused on the list of things in life making sure I’m eating properly and sleeping and exercising.” Other participants said that their advocacy journey had enabled them to engage more effectively with therapy by being open and transparent: “I don’t think I would be able to so easily connect with that and do that kind of therapy work if I hadn’t spent the last few years being very open” ( Alex ). Finally, participants explained that their proactive strategies and resilience resulted in a reduction in anxiety, panic attacks and other symptoms because they were able to recognise their triggers earlier, and felt empowered through previous resilience to either engage with formal help or view their symptoms through an experiential lens: “I tend to be a bit of a perfectionist helper wanting to take on everything, so learning to step back is probably a really good thing for me to have learned throughout this...take time that I need to get on track if I'm starting to feel like my mental health is going downhill.” ( Sadie ) “… I definitely feel like I can come back from it now, whereas it's not like, Oh my goodness, this is the end of the world kind of thing.” ( Ivy ) “I think I don't experience social anxiety anymore.” ( Ruby ) “I'm basically symptom free now. I think the psychiatrist says like fully in remission.” ( Sophie ) Discussion Young people with mental ill-health face disproportionate exclusion from education and the workplace. This study sought to understand the barriers they faced, and how community advocacy programs such as batyr’s storyteller development training can facilitate engagement. Consistent with Bowman et al (2020), if participants did not access timely support this led to a decline in educational engagement. This manifests in lack of focus, emotional disengagement, declining attendance, and prematurely leaving education (consistent with Zajac et al., 2023). For participants who remained engaged, there was a heightened risk of burnout through perfectionism. Although research indicates that mental ill-health may not impact on attainment (Duncan et al., 2021; Fernandez-Castillo and Gutierres Rojas, 2009), this is often at the detriment of young people’s wellbeing, the long-term effects of which lack evidence. Participants also discussed the barriers to employment inclusion. The bidirectional relationship between employment challenges and mental ill-health was identified by several participants, consistent with existing research (Dolley et al., 2000; Jefferis et al., 2011; Kasl et al., 2008). This could manifest as impacts to performance and quality, or burnout due to fear of repercussions. Although research highlights employment as an opportunity to expand social circles (Subramaniam et al., 2022), participants explained that poor colleague relations could result in social exclusion. There was also evidence of assuming work below skillsets to manage cognitive load (consistent with Subramaniam et al, 2022) and even cases of dismissal. As the workplace is a central institution providing identity and structure (Drake and Wallach, 2020), such experiences can result in decreased wellbeing. When discussing workplace support, many participants commented that initiatives were often insufficient or ‘tokenistic’, which did not address rudimentary workload imbalances which create stress. Research around tokenistic mental health initiatives is at an elementary stage, mandating studies to explore ‘wellbeing washing’ where “ organizational actions that appear to support employee wellbeing but provide little tangible benefit, leaving employees with no meaningful improvement.” (Ryan et al., 2025). As pressure builds for workplaces to support employee wellbeing, it is imperative to integrate lived experience perspectives to ensure that support provisions are effective and result in mitigation of barriers to engagement. This is part of a social movement to long-term consideration and application of mental health knowledge in the workplace (Casey et al., 2025). Participants felt more empowered to engage in education and work through improved wellbeing. Engaging with batyr led to a more compassionate mindset towards self, lower self-stigma and improved help-seeking intentions (consistent with Halsall et al., 2024; Tisdale et al., 2021). This study builds upon such works by exploring perspectives of participants who translated these intentions into action; many were more engaged in therapy, pursued diagnoses and received appropriate medication, mitigating their symptoms and allowing them to participate in education and work. Advocacy also offered the chance to boost interpersonal skills, enhancing openness with friends and family and creating a network of like-minded others (demonstrated in Wainwright et al., 2025). Interpersonal networks are a critical source of wellbeing. Interpersonal skills can also be utilised in education and work to improve peer relationships and mitigate social inclusion barriers (Roach, 2018). This study enhanced understanding of the role that school-based peers and work colleagues have in determining perceptions of inclusion and subsequent mental health, and the buffering effect that positive relations can have upon symptoms. Similarly, psychological wellbeing was improved through direct routes. Participants were able to connect with an identity fuelled by passion and responsibility. Participants were more likely to engage in roles they find “ interesting and inherently satisfying ”, fitting the criteria of intrinsic motivation (Di Domenico and Ryan, 2017). Through batyr’s opportunities, participants were able to share their mental health experiences and left feeling validated. This improved sense of personal competence fosters an innate confidence, inspiring participants to overcome challenges in education and work. Finally, environmental mastery was generated through both resilience and proactive coping strategies. LEAs learned to grow through adversity. With newfound resilience, participants could stay engaged in education and work despite mental ill-health. One study highlights the effect of resilience on negative mental health days despite workload pressures (Park et al., 2015). Combined with proactive coping strategies which enable participants to understand their needs and implement effective boundaries and accommodations, resilience allows the maintenance of energy and optimism to manage workload. Advocacy had several direct effects on engagement in education and work. Central to this was the development of self-advocacy skills. Defined as “ communicating individual wants, needs and rights to determine and pursue required accommodations ” (Pfeifer et al., 2021), with improved mental health literacy, participants learned how to share their needs effectively. Self-advocacy is an influential tool to social inclusion, especially given the receptiveness of employers in this study and the research supporting the role of schools in mental health promotion (Mansfield, Humphrey and Patalay, 2021). The most pertinent implication of this study is the potential of self-advocacy in equipping young people with mental ill-health to champion supportive educational and work cultures. The development of transferrable skills through advocacy opportunities improved participants’ environmental mastery, as they are highly valued in education and employment. Advocacy also motivated some participants to pursue mental health-related education and careers, a juxtaposition to environments where they once felt excluded. Given recent labour market analyses which highlight poor retention rates in mental health roles across Australia (Department of Health and Aged Care, 2023), advocacy training could play a crucial role for cultivating intrinsic motivation and potential new workforce. This study has implications for both researchers and those involved in youth mental health service design. With a more comprehensive understanding of barriers to engagement, education and work actors can work towards reducing exclusion and implementing accommodations. This study highlighted that lived experience advocacy is not only an outlet, but a facet of wellbeing and social inclusion. Training, as such, should be designed to support LEAs as they navigate external social challenges. Emerging evidence of this distinct relationship reflects the development of research into the personal effects of advocacy. batyr’s program represents an example model of empowerment through the facilitation of opportunities for meaningful engagement in the mental health sector, potentially leading to stronger social policies which recognise the needs of vulnerable young people. Limitations and Directions for Further Study This study contributes to the nascent understanding of how mental health lived experience advocacy personally affects participants – an important area of inquiry given the need for preventative interventions. However, several factors related to study design shape the transferability of these findings and highlight future research avenues. The primary limitation is the study's specific focus on a single Australian advocacy program with a sample predominantly female sample. While this allowed for in-depth analysis, it means the findings are deeply situated in this context and may not be directly applicable elsewhere. Future research is therefore needed to explore how these themes emerge in varied programmatic and cultural settings, and with participants of different genders. Furthermore, this study focused on a specific set of outcomes. Building on these findings, subsequent research could explore supplementary effects, such as long-term impacts on wellbeing and community connection, to provide a more holistic understanding of advocacy's transformative potential. Conclusion This study sought to explore the relationship between advocacy, wellbeing and engagement in education and employment. It was found that advocacy enables LEAs to reach a deeper understanding of self, allowing them to reconcile negative past experiences and resource resilience in the form of proactive coping strategies which empower their engagement in these contexts. Furthermore, advocacy training equips young people with the knowledge, confidence and ability to engage in conversations with education providers and employers to seek accommodations which mitigate barriers to inclusion. Finally, it enables them to develop transferable skills and shape the direction of their future careers, strengthening environmental mastery. Advocacy therefore has a profound effect on cultivating engagement in education and work for young people with mental ill-health. Declarations Funding Declarations – This research received no external funding Clinical Trial Number – Not applicable Participant Consent – Informed consent was received from all participants Research Ethics – All methods were approved and carried out in accordance with Griffith Human Research Ethics Committee (HREC) guidelines. The protocol was approved by the committee (GU Ref No: 2024/888) Author Contribution C.W. conceptualized the study, conducted all data collection, led the analysis, and wrote the manuscript. N.H. and E.S. contributed to the study design, supported data analysis, assisted in conceptual development of themes, and provided critical revisions to the manuscript. T.R. contributed to the study design and manuscript editing. R.O. contributed to manuscript editing. All authors reviewed and approved the final version of the manuscript. Data Availability Data from transcripts can be made available upon request References batyr - Creating a world where all young people lead mentally healthy lives . (2025). Batyr Australia. https://www.batyr.com.au/?utm_source=Google&utm_medium=Search&utm_campaign=BrandAwareness&utm_content=Brand&gad_source=1&gad_campaignid=12523342933&gclid=CjwKCAjw8IfABhBXEiwAxRHlsGum4G5_VdqBDH61Bdlb72RAA50JXErUb-VZUS9sisVZ-agxR4_mrBoC09cQAvD_BwE Bovarnick, S., & Cody, C. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7050255","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":498908965,"identity":"e4f6eff4-cd6e-44aa-9d31-1195e3085019","order_by":0,"name":"Christopher Wainwright","email":"data:image/png;base64,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","orcid":"","institution":"Griffith University","correspondingAuthor":true,"prefix":"","firstName":"Christopher","middleName":"","lastName":"Wainwright","suffix":""},{"id":498908966,"identity":"01dc2602-5980-4bce-9b80-873cb42a494d","order_by":1,"name":"Neil Harris","email":"","orcid":"","institution":"Griffith University","correspondingAuthor":false,"prefix":"","firstName":"Neil","middleName":"","lastName":"Harris","suffix":""},{"id":498908967,"identity":"b1c30fe2-7b78-4b25-a0c9-2b4ce9d071c9","order_by":2,"name":"Rob O'Leary","email":"","orcid":"","institution":"batyr","correspondingAuthor":false,"prefix":"","firstName":"Rob","middleName":"","lastName":"O'Leary","suffix":""},{"id":498908968,"identity":"1041a02d-f8d0-4006-9150-db3aec92fcea","order_by":3,"name":"Tom Riley","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Tom","middleName":"","lastName":"Riley","suffix":""},{"id":498908969,"identity":"ffa0e96b-6a7e-4f10-bedf-4447c028a75f","order_by":4,"name":"Ernesta Sofija","email":"","orcid":"","institution":"Griffith University","correspondingAuthor":false,"prefix":"","firstName":"Ernesta","middleName":"","lastName":"Sofija","suffix":""}],"badges":[],"createdAt":"2025-07-05 03:53:02","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7050255/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7050255/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":88910902,"identity":"98d5d1c5-3308-41d0-9d54-6b8b22145ad4","added_by":"auto","created_at":"2025-08-12 15:18:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":744327,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7050255/v1/8e24f01f-32a9-420a-abd5-996cdaa5d006.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Developmental Impact of Mental Health Lived Experience Advocacy on Youth Education and Employment Engagement","fulltext":[{"header":"Introduction","content":"\u003cp\u003eContemporary mental health service design is undergoing transformational reform, increasingly emphasising the power of lived experience. This shift calls for a multifaceted approach that incorporates storytelling, mental health championing, and the development of tangible solutions (McGorry et al., 2024). In both clinical and community settings, lived experience advocates (LEAs) are uniquely positioned as friends, experts and professionals (Janouskova et al., 2022) using their mental health narratives to support peer recovery. Such advocacy is especially potent for young people, who are particularly receptive to peer influence and role modelling of positive recovery. Existing research centres on the personal empowerment advocacy offers to young individuals with mental ill-health (Wainwright et al., 2025). However, less understood is its potential to address the disproportionate social exclusion these young people face in educational and workplace contexts. This paper investigates if advocacy can be a developmental pathway for mitigating these barriers and fostering engagement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSocial wellbeing, as theorised by Keyes (1998), hinges on the quality of relationships individuals maintain with others and with societal institutions. Stronger relational quality fosters greater social contribution, actualisation and acceptance, thereby enhancing emotional and psychological wellbeing dimensions, such as life satisfaction, personal growth, and environmental mastery (Salama-Younes, 2011). This framework emphasises the deep connection between social wellbeing and social inclusion. For young people, positive engagement in education and work environments cultivates wellbeing, while improved wellbeing reciprocally boosts their capacity for such engagement (Bruggeman et al., 2024). However, when conditions impede engagement with education and work, this could lead to social exclusion which further undermines mental health (Filia et al., 2025).\u003c/p\u003e\n\u003cp\u003eBuilding on this framework, lived experience advocacy can be conceptualised as direct mechanism for enhancing social wellbeing. By providing young people with a platform for social contribution and fostering sense of purpose and actualisation, advocacy may directly reinforce the very dimensions of wellbeing theorised by Keyes (1998). However, the precise nature of this relationship remains underexplored. Therefore, to build the case that advocacy can mitigate social exclusion, we will first overview the evidence linking advocacy and wellbeing.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAdvocacy and Wellbeing\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA recent scoping review explored how advocacy involvement impacts mental health outcomes, offering insights relevant to young people\u0026rsquo;s broader engagement (Wainwright et al., 2025). Advocacy training improves mental health literacy (Jenkins et al., 2023), enabling young people to reframe their experiences as positive recovery narratives (Watson et al., 2023), thereby reducing self-stigma and improving help-seeking intentions (Halsall et al., 2024; Tisdale et al., 2021). Moreover, participation in advocacy often involves transformative processes like peer interaction and public speaking, which build confidence (Lindstrom, Sofija and Riley, 2021). Despite this promising research, further exploration is required to understand how the foundational knowledge and transferable skills developed through advocacy impact education and workplace engagement.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;The emotional intensity of managing mental health symptoms alongside institutional engagement, such as education and employment, is significant. Beyond fostering confidence and self-esteem, advocacy can enable LEAs to develop their identities by using their lived experiences for a broader purpose (Bovarnick and Cody, 2021). This provides purpose and direction towards LEAs\u0026rsquo; overall goals (Howe et al., 2011; Lindstrom, Riley and Sofija, 2021), which are hypothesised to translate into improved engagement in education and the workplace. However, advocacy also necessitates strategies for managing potential burnout and negative emotions (Wogrin et al., 2021). Limitations persist in understanding precisely how advocacy informs identity development, shapes LEAs\u0026rsquo; perspectives on their mental health experiences, and how these shifts in emotional and psychological wellbeing subsequently influence educational and workplace engagement.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEducation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearchers highlight a bidirectional relationship between mental health and education (Datu and King, 2018). Compton and Shim (2015) identified education as a key determinant of mental health, influencing wider lifestyle aspects including social networks, health behaviours and criminal justice involvement. Thus, education is a central institution for young people, with potential to influence their wellbeing. Effective educational engagement can reduce both the probability and severity of mental health symptoms (Kondirolli and Sunder, 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, young people with mental ill-health often exhibit lower educational engagement and higher dropout rates. For example, Zajac et al (2023) found student dropout 1.77 times higher in cases of mental ill-health. Such students may possess fewer psychological resources to cope with adversity, impacting their sense of control and ability to delay gratification (Niemeyer et al., 2019). Without timely support, this can lead to diminished educational engagement due to impacts on learning capability and motivation (Bowman et al., 2020). The intricate relationship between symptom management and educational attainment is also evident: for students with mental ill-health, higher grades correlate with high anxiety, while lower grades correlate with depression (Duncan et al., \u0026nbsp;2021; Fernandez-Castillo and Gutierres Rojas, 2009). This emphasises the challenge where increased symptoms can hinder engagement, and engagement itself may sometimes exacerbate symptoms.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe transition between schooling and further education poses a heightened risk of young people becoming NEET (not in education, employment or training) (Holloway et al., 2018), particularly for vulnerable groups. Tertiary education itself is a challenge, presenting issues such as increased independence, new learning styles, and financial burdens (Campbell et al., 2022), all potentially influencing mental health and engagement.\u003c/p\u003e\n\u003cp\u003eEquipping LEAs with advocacy skills and opportunities could improve educational engagement by enhancing their capacity to manage mental health symptoms, thereby freeing cognitive resources for studies. Advocacy also offers LEAs opportunities to connect with peers, support mental health disclosures and strengthen bonds within reference groups \u0026ndash; key elements of social inclusion. Although direct research linking advocacy to educational engagement is limited, parallel self-efficacy interventions focused on communication and resilience have shown reduced depression, anxiety and stress among students (p\u0026lt;0.05) (Zarimoghadam et al., 2021). This suggests a potential link between advocacy involvement, improved mental health, and subsequent educational engagement. However, this relationship requires deeper exploration to detail how advocacy can foster educational engagement and inclusion, particularly for young people with mental ill-health who may feel excluded from such settings.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEmployment\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eVulnerable young people often face structural barriers to employment, including challenges with human capital endowments, relevant skills and protective factors (McClelland et al., 2000). This is corroborated by studies identifying a bidirectional relationship between mental health and employment (Dooley et al., 2000; Jefferis et al., 2011; Kasl et al., 2007). Unemployed young people exhibit higher depression prevalence (13.8% vs 7.5%) and distress rates (47.7% vs 34.5%) (Subramaniam et al., 2022). A further study found that full-time employees reported lower distress and depression symptoms and engaged in healthier coping mechanisms (Perreault et al., 2017). Furthermore, young people with mental ill-health may take jobs below their skillset to manage cognitive load, leading to intellectual boredom (Subramaniam et al., 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFulfilling employment can have a buffering effect; even individuals exhibiting serious mental health conditions report higher quality of life, greater self-esteem, and fewer psychiatric symptoms when employed (Drake et al., 2013; Luciano et al., 2014). Employment offers opportunities to develop self-worth and purpose, essential for recovery (Subramaniam et al., 2022; Vaingankar et al., 2020) and provides identity and structure (Drake and Wallach, 2020). The absence of this institutional centrality can worsen symptoms (Fryer, 1998; Jahoda, 1981). Workplace interactions, a vital source of social support (Perreault et al., 2017), can offer distraction from symptoms and expand social circles (Subramaniam et al., 2022). Conversely, youth unemployment can have lasting negative effects on prospects and earnings (Gregg and Tominey, 2005; Viner et al., 2015).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, obtaining employment is not the sole consideration. Workplace engagement barriers for individuals with mental ill-health include stigma, which can lead them to leave positions rather than advocate for their needs (Ebuenyi et al., 2019). Managerial support is essential for sustained focus and motivation among employees with mental health conditions (Blank et al., 2011; Johnson et al., 2009).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLived experience advocacy may enhance workplace engagement by developing transferable skills such as confidence, communication and interpersonal management (Wainwright et al., 2025). This is pertinent as negative work relationships can affect social bonding and self-perception, exacerbating mental health symptoms (Marwaha and Johnson, 2005). Research consistently highlights the need for structural changes in the employment systems to mitigate exclusion and discrimination, and support young workers in developing self-efficacy and workplace identity (Gupta et al., 2023). However, current research has yet to provide a longitudinal view of how advocacy enables LEAs to find workplace fulfillment, develop careers, and champion mental health within these settings.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWhile extensive research has explored the personal impacts of advocacy and established links between mental health, education and employment separately, the synergies, specifically how lived experience advocacy fosters social inclusion within educational and workplace domains for young people with mental ill-health remain underexplored. This study, therefore, investigates how advocacy training can improve social wellbeing and inclusion for these young people by fostering their engagement in educational and workplace settings. The findings will have implications for organisations involved in designing and implementing programs related to mental health, community interventions, advocacy and youth development, as well as for researchers in the field.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStudy context: The batyr\u0026rsquo;s \u0026lsquo;Being Herd\u0026rsquo; Program\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo investigate lived experience advocacy as a potential pathway to empowerment and social engagement, this study examines the \u0026lsquo;Being Herd\u0026rsquo; program, delivered by the Australian preventive mental health charity, batyr. The program was selected for its structured approach to transforming personal experience into public advocacy. The \u0026lsquo;Being Herd\u0026rsquo; workshops train participants to reframe their mental health experiences into powerful narratives for positive change. According to batyr\u0026rsquo;s program framework, its \u0026nbsp;\u0026lsquo;Lived Experience Theory of Change\u0026rsquo; \u0026nbsp;(batyr, 2025), the program aims to build competencies through education on safe storytelling and stigma reduction.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe program\u0026rsquo;s documented outcomes align closely with the theoretical constructs of this paper. The supportive, peer-based workshop environment is designed to foster strong social connections and validate participants\u0026rsquo; experiences, which directly relates to the concept of social wellbeing (Lindstrom, Sofija and Riley, 2021). Furthermore, the program explicitly seeks to cultivate self-efficacy through improved confidence, mental health literacy, and collaborative professional skill-building. These outcomes reportedly lead to reduced self-stigma, greater willingness to disclose, and enhanced coping strategies.\u003c/p\u003e\n\u003cp\u003eImportantly, batyr provides a tangible pathway from personal storytelling to public advocacy. Participants can receive further training to become \u0026lsquo;Lived Experience Storytellers\u0026rsquo;, engaging in community presentations and civic opportunities such as advisory roles and policy collaborations. This structured progression from personal development to social contribution makes the \u0026lsquo;Being Herd\u0026rsquo; program a particularly relevant context for investigating how lived experience advocacy may serve as a pathway to empowerment, improved wellbeing, and ultimately, enhanced engagement in education and work.\u0026nbsp;\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAims and Objectives\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose of this study is to explore how mental health lived experience advocacy can influence education and workplace engagement through direct routes and improved wellbeing. This is achieved through objectives:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eTo explore how advocacy mitigates the barriers to social inclusion for young people with mental ill-health in education and the workplace .\u003c/li\u003e\n \u003cli\u003eTo understand the participant perspectives on the relationship between mental health advocacy and social, emotional and psychological wellbeing.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Collection\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis qualitative exploratory study is based on semi-structured interviews with 18 participants, a method chosen as it effectively balances guided inquiry with the flexibly needed to probe emergent themes and capture rich, detailed reflections. Interviews lasted approximately 45 minutes, and were conducted in-person (n=1) or online via Microsoft Teams (n=17). All interviews were recorded and transcribed for analysis. Participants were asked to reflect on their mental health and advocacy experiences, as well as the relationship between wellbeing and educational and workplace engagement. The interview guide is presented in \u003cstrong\u003eTable 1\u003c/strong\u003e.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1 \u0026ndash; Semi-Structured Interview Questions\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"601\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003eTopic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 393px;\"\u003e\n \u003cp\u003eQuestions\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003eBackground questions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 393px;\"\u003e\n \u003cp\u003eWhat motivated you to become an LEA?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eWhat support did you receive from batyr to become an LEA?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eWhat have you been up to professionally since becoming an LEA?\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003eWellbeing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 393px;\"\u003e\n \u003cp\u003eHow would you describe the impact of becoming an LEA on your overall mental health?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003eEducation\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 393px;\"\u003e\n \u003cp\u003eHave you faced any mental health challenges linked to educational engagement and attainment?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eHow has this evolved since becoming an LEA?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003eEmployment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 393px;\"\u003e\n \u003cp\u003eHave you faced any mental health challenges linked to your employment experiences?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003eHow has this evolved since becoming an LEA?\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eParticipant Recruitment\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants were recruited from batyr\u0026rsquo;s lived experience storyteller pool \u0026ndash; young people who had attended the \u0026lsquo;Being Herd\u0026rsquo; workshop and were subsequently offered the chance to become an LEA. \u0026nbsp;A total of 135 invitations were sent, from which 22 expressions of interest were received. From this, four participants did not respond to follow-up; eighteen participants gave consent and were included in this study. As a token of appreciation, participants were entered into a draw to win one of five gift cards with a value of $100.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eData Analysis\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInterview transcripts were initially reviewed to generate codes for thematic analysis undertaken following the guide of Braun and Clarke (2022). Codes were generated across broad themes including experiences with batyr, wellbeing, education and workplace empowerment. The first author generated a list of codes, which was updated following discussion with the research team. Coding was undertaken on a line-by-line basis by NVivo (Version 13) software. Thematic analysis allowed assessment of content, construct and criterion validity (Guest et al., 2012), assessing the impact of advocacy upon educational and workplace outcomes, as well as general wellbeing. The research team worked collaboratively to corroborate interpretation of transcripts and refine the themes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBraun and Clarke (2019) advise against interpretations of \u0026lsquo;data saturation\u0026rsquo;, instead advancing that meaning is generated through data, rather than extracted from it. As such, all 18 transcripts were included in the study as they each elicited meaning, although many resulted in repetitive data after around 10 participants.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eParticipant Characteristics\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants\u0026rsquo; involvement with batyr varied, averaging 3.9 years of service. They were located across Australia, with the largest representation from New South Wales (n=9), followed by Queensland (n=4), Victoria (n=3), and one participant each from the Australian Capital Territory and South Australia. Ages ranged from 18 to 33 (mean age = 27), and the group was predominantly female (n=15). A majority were \u0026nbsp;Australian-born (n=15). Cultural backgrounds included Australian (excluding Aboriginal or Torres Strait Islander, n=13), Anglo-European (n=2), Southern and Eastern European (n=2), with single participants identifying as Southern and Central Asian, South and Central American and Caribbean Islander, and Sub-Saharan African. Highest level of completed education was dispersed across senior secondary school (n=2), graduate certification (n=3), bachelor\u0026rsquo;s degree (n=8), master\u0026rsquo;s degree (n=4) and no response (n=1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCompliance with Ethical Standards\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe protocol was approved by Griffith University Human Research Ethics Committee (HREC) in accordance with Human Research Ethics Guidelines (\u003cem\u003eGU Ref No: 2024/888\u003c/em\u003e). All research was conducted in accordance with these guidelines including informed consent, which was received from all participants. The interview guide was prepared in collaboration with batyr to ensure safe language usage, alongside mental health first aid training and support signposting to ensure minimal risk of trigger and trauma. To ensure confidentiality, all data were de-identified and participant names were replaced with common Australian pseudonyms. It is acknowledged as a limitation that chosen pseudonyms may not reflect the ethnic diversity of participants sample.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThematic analysis revealed four key themes that collectively illustrate a transformative pathway. This pathway describes how young people leverage lived experience advocacy to reframe their personal narrative, build resilience, and foster engagement in education and work. The four generated themes are: 1) \u0026lsquo;The Creation Mindset\u0026rsquo;, which describes how participants transform their experiences into meaningful perspectives to shape their interactions with institutions; 2) and 3) \u0026lsquo;Championing My Own Mental Health\u0026rsquo; and \u0026lsquo;Shifting the Trajectory of My Career\u0026rsquo;, two interrelated themes focused on the development of self-advocacy and transferable skills; and 4) \u0026lsquo;Resourcing Resilience\u0026rsquo;, which concerns the strategies participants employ to manage their wellbeing and sustain their engagement. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe \u0026ldquo;Creation Mindset\u0026rdquo;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe \u0026ldquo;creation mindset\u0026rdquo; describes participants deriving meaning from their mental health experiences and using this to alter their relationships with institutions. In education, many participants struggled with mental ill-health and a lack of support saw the development of stigmatising attitudes. This was especially difficult combined with pressures such as choosing a career path or interpersonal relationships; \u003cem\u003e\u0026ldquo;trying to blend in\u0026hellip;and figure out your identity\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eHarper\u003c/em\u003e). Many participants discussed the difficulty in transitioning to tertiary education and managing symptoms alongside independent study and living; \u003cem\u003e\u0026ldquo;very isolating\u0026hellip;everything is so new and different\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003eParticipants experienced a range of mental health challenges in education, ranging from anxiety and depression to complex eating and personality disorders. When combined with a \u003cem\u003e\u0026ldquo;competitive environment among peers\u003c/em\u003e\u0026rdquo; (\u003cem\u003eHarper\u003c/em\u003e) and general student stress, this highlighted mental health symptoms. Participants reached out to teachers or family for support, and experienced a range of reactions:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Everybody dismissed me as being disobedient or rebellious instead\u003c/em\u003e\u003cem\u003e\u0026nbsp;of\u0026nbsp;\u003c/em\u003e\u003cem\u003erecognising that I actually needed help with my\u0026nbsp;\u003c/em\u003e\u003cem\u003emental health\u003c/em\u003e\u003cem\u003e\u0026rdquo; (Aria)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;What I found most helpful about the teachers that I did speak to or that I had to speak to was that they brought\u003c/em\u003e\u003cem\u003e\u0026nbsp;in\u0026nbsp;\u003c/em\u003e\u003cem\u003etheir own stories as well.\u0026rdquo; (Lucy)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I don\u0026apos;t think I ever felt like support in that sense, purely because, like\u003c/em\u003e\u003cem\u003e\u0026nbsp;mental health\u0026nbsp;\u003c/em\u003e\u003cem\u003ewasn\u0026apos;t really a discussion in my\u0026nbsp;\u003c/em\u003e\u003cem\u003efamily\u003c/em\u003e\u003cem\u003e. It was very, very taboo.\u0026rdquo; (Zoe)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I\u0026apos;ve always had a very stable relationship and a really open relationship with my parents, so I was really lucky to kind of have them to lean on.\u0026rdquo; (Georgia)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eIn many cases, the unsupportive experiences were underpinned by low mental health literacy; \u003cem\u003e\u0026ldquo;\u0026hellip;the people around me didn\u0026rsquo;t necessarily have that vocab and neither did I\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eZoe\u003c/em\u003e). In other cases, participants were discouraged from accessing support due to cost, bureaucracy or a feeling their experiences did not merit intervention. For some participants who went on to access formal support, this came at a \u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cem\u003ecrisis point\u003c/em\u003e\u003cem\u003e\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e), and many expressed that interventions did not help due to invalidation or misdiagnosis; \u003cem\u003e\u0026ldquo;Like it was quite a band-aid fix\u0026hellip;they were pursuing the wrong diagnosis. I was re-diagnosed with bipolar a couple of years ago\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSophie\u003c/em\u003e). Notwithstanding, some described accessing support as transformative \u0026ndash; \u003cem\u003e\u0026ldquo;Reaching out for that support at that point in my life\u0026hellip;was the thing that connected me with a therapist that I\u0026rsquo;ve seen since\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eEthan\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003eParticipants explained the impacts of mental ill-health upon their educational engagement, including a lack of focus, inability to maintain workload, declining attendance, emotionally \u0026lsquo;checking out\u0026rsquo; or leaving education. In some cases, this affected their grades. Even in cases where attainment was not affected, participants could be driven by perfectionism and a desire to prove themselves, which led to burnout:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I was at school most of the time, but like physically, I was there. Emotionally, mentally, I was not there. So even though I was present in class, I was not taking anything in.\u0026rdquo; (Ivy)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I couldn\u0026apos;t focus and I couldn\u0026apos;t do anything. I couldn\u0026apos;t keep up with deadlines. It was miserable.\u0026rdquo; (Aria)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I got my first class honours. I was happy with the educational side of things like I did well, the cost was to my mental distress really.\u0026rdquo; (Ethan)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eDespite formative experiences driving stigmatising attitudes, participants were empowered through advocacy and finding meaning in their mental health journeys. Participants explained that reframing their experiences enabled growth through adversity, viewing their experiences through a \u003cem\u003e\u0026ldquo;creation mindset\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eMia\u003c/em\u003e) where they can use their journeys to inspire others. Moreover, mental health experiences were framed as non-linear, \u003cem\u003e\u0026ldquo;not a thing you will necessarily experience forever\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eEthan\u003c/em\u003e) and most importantly a recognition that their narratives would grow alongside their journeys \u0026ndash; \u003cem\u003e\u0026ldquo;your mental health story can grow with you.\u0026rdquo;\u003c/em\u003e (\u003cem\u003eSadie\u003c/em\u003e). This important recognition allows mental health labels to be reflexive, rather than constrictive. Reflexive storytelling allows self-compassion and authenticity, with a recognition that\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u0026ldquo;it\u0026rsquo;s totally fair enough that I had to have all those disruptions to school because I was going through some really hard (things)\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSophie\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAfter gaining ownership of their mental health experiences, participants benefited from an altered view of self. Many discussed a newfound passion and purpose, especially through working with like-minded others. Sharing mental health experiences added to their professional credibility and allowed them to enjoy external validation generated through storytelling: \u003cem\u003e\u0026ldquo;there\u0026rsquo;s the glow you feel after you\u0026rsquo;ve shared and you get a round of applause for your story as well.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSadie\u003c/em\u003e). Finally, the creation mindset allowed participants to develop other aspects of their identity such as open-mindedness \u0026ndash; \u003cem\u003e\u0026ldquo;I\u0026rsquo;ve learnt that everyone has a backstory\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eDaisy\u003c/em\u003e); active listening \u003cem\u003e\u0026ndash; \u0026ldquo;listening to people without feeling like I need to solve or offer solutions\u0026nbsp;\u003c/em\u003e(\u003cem\u003eEthan\u003c/em\u003e); and managing expectations of others \u0026ndash; \u003cem\u003e\u0026ldquo;some people are going to react in a way that\u0026rsquo;s going to be hard for you to hear\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eHannah\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026ldquo;Championing My Own Mental Health\u0026rdquo;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUpon reframing their mental health experiences, participants spoke of the transformative process of self-advocacy, where they learned to take ownership and communicate their needs with employers and education providers. Prior to developing self-advocacy, participants discussed navigating mental ill-health in the workplace; a \u0026lsquo;cyclical\u0026rsquo; effect compounded with challenging organisational cultures and colleague relationships:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;\u0026hellip;when I was struggling with my mental health, I would struggle more at work. But then if I was struggling more at work, I would struggle more with my\u003c/em\u003e\u003cem\u003e\u0026nbsp;mental health\u003c/em\u003e\u003cem\u003e. And sometimes that would create more of a cycle and then it would create a spiral.\u0026rdquo; (Lucy)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThese worsening symptoms had a range of impacts. Some participants would have difficulty in finding motivation, leading to performance and quality issues. Others would assume work below their skillset, or push through due to fear of repercussions, resulting in burnout. One participant (\u003cem\u003eMia\u003c/em\u003e) was even dismissed:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;\u0026hellip;some days (it) impacts the performance of your work because you can\u0026apos;t\u003c/em\u003e\u003cem\u003e\u0026nbsp;just\u0026nbsp;\u003c/em\u003e\u003cem\u003edo what you need to do or do it\u003c/em\u003e\u003cem\u003e\u0026nbsp;to\u0026nbsp;\u003c/em\u003e\u003cem\u003ethe same quality that you need to.\u0026rdquo; (Aria)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Right now, I\u0026apos;m just gonna\u0026nbsp;\u003c/em\u003e\u003cem\u003etake the paycheck and do the thing\u0026nbsp;\u003c/em\u003e\u003cem\u003ethat\u0026nbsp;\u003c/em\u003e\u003cem\u003eI could do in my sleep\u003c/em\u003e\u003cem\u003e.\u0026rdquo; (Ethan)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;It hasn\u0026apos;t been like without a lot of energy and burnout is something I experience quite a lot.\u0026rdquo; (Mia)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;It was issues we were having were that I knew I wasn\u0026apos;t comfortable saying, hey, I\u0026apos;m autistic and ADHD like I might need direct instructions or just some communication differences and I noticed a lot of the poor feedback I was getting was really related\u003c/em\u003e\u003cem\u003e\u0026nbsp;to\u0026nbsp;\u003c/em\u003e\u003cem\u003ethose sort of areas and that misalignment.\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;(Mia\u003c/em\u003e\u003cem\u003e)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eReflections on the impacts of mental health in the workplace led participations into discussions around support. Some participants expressed concerns that company policies were insufficient or overly tokenistic initiatives which did not address workload stresses. One stated: \u003cem\u003e\u0026ldquo;it\u0026rsquo;s very much this temporary fix. Like we do the Mental Health Awareness Day, then we go back to grinding it out with clients and it\u0026rsquo;s back to profit decision\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eHannah\u003c/em\u003e). This linked with a wider theme of some participants not feeling supported by employers, feeling \u0026lsquo;unsafe\u0026rsquo; (\u003cem\u003eCarl\u003c/em\u003e) or \u0026lsquo;embarrassed\u0026rsquo; (\u003cem\u003eHannah\u003c/em\u003e) to disclose. One participant, Hannah, even spoke of \u0026lsquo;systematic risks\u0026rsquo; in disclosure.\u003c/p\u003e\n\u003cp\u003eNotwithstanding, an overwhelming majority of participants stated that championing their mental health with employers was a positive experience. Those who had positive interactions explained their diagnosis felt \u003cem\u003e\u0026ldquo;well-received\u0026rdquo;\u003c/em\u003e (\u003cem\u003eIsla\u003c/em\u003e), \u003cem\u003e\u0026ldquo;supported\u0026rdquo;\u003c/em\u003e (6 participants) and \u003cem\u003e\u0026ldquo;understood\u0026rdquo;\u003c/em\u003e (\u003cem\u003eSadie\u003c/em\u003e); \u003cem\u003e\u0026ldquo;You know the way it empowers people to feel confident about\u0026hellip;owning their journey\u003c/em\u003e\u003cem\u003e\u0026nbsp;and\u0026nbsp;\u003c/em\u003e\u003cem\u003echampioning their own mental health\u0026rdquo;\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e).\u003c/p\u003e\n\u003cp\u003eEngaging with batyr allowed participants to champion their mental health and self-advocate. Participants felt they had developed the vocabulary and \u0026lsquo;safe language\u0026rsquo; (5 participants) to share their experiences in a \u003cem\u003e\u0026ldquo;way that makes sense and is easy to comprehend\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e). Participants\u0026rsquo; newfound confidence ensured that they implemented more effective boundaries over their workload and asked for accommodations; \u0026ldquo;\u003cem\u003eif we need to have time off or make adjustments, she\u0026apos;s (manager)\u0026nbsp;\u003c/em\u003e\u003cem\u003emore\u0026nbsp;\u003c/em\u003e\u003cem\u003ethan happy to do that, no questions asked.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIvy\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe power of self-advocacy can also translate to educational domains. Participants enrolled in tertiary education post-advocacy training actively used this skill, whilst others were able to reflect retrospectively and explained that self-advocacy would have allowed them to communicate with disability liaison services and lecturers, leading to accommodations such as breaks to avoid overstimulation and support in managing workloads:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;the first time I went to uni before the Being Herd workshop, I didn\u0026apos;t engage with the Disability Liaison Office, whereas after the workshop I did I felt more confident to self-advocate my needs\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSophie\u003c/em\u003e)\u003cem\u003e.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I talked to her about how stressed I was getting and needed that support. And that led me through her suggestions, I applied to special consideration and that allowed me to get extension and assignments. It allowed me to do exams in a smaller venue and to just have a bit more flexibility.\u0026rdquo; (Ruby)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;The way I learned was very different, so making things more engaging and tailored \u0026apos;cause I feel like a lot of things are very fit in this box and as a neurodivergent person\u0026hellip;I don\u0026apos;t fit in the box. But having being able to take breaks, being in like understanding over simulation, that would have been good.\u0026rdquo; (Aria)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026ldquo;Shifting the Trajectory of My Career\u0026rdquo;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEnvironmental mastery refers to participants taking ownership of their environment, ensuring effective participation and contribution. The development of transferable skills allowed them to do so. Participants identified the development of various skills, with public speaking being a central component. This included development in areas of tone and pacing, persuasive and structured storytelling, and discussion of sensitive issues:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Public speaking in general absolutely has made a difference, and it\u0026apos;s been something that I used to really enjoy at a young age before I developed anxiety. So I think the definitely the support around that actual public speaking part with batyr has been really amazing.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eMia\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Having that awareness in the back of my mind of the benefits of choosing words carefully. When you\u0026apos;re talking about something that\u0026apos;s so vulnerable.\u0026rdquo;\u003c/em\u003e (\u003cem\u003eRuby\u003c/em\u003e)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eParticipants found their public speaking skills to be advantageous in academic and corporate contexts:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I think it\u0026apos;s just given me a lot of sort of confidence in general and being able to actually as even at uni at times it\u0026apos;s I\u0026apos;ve put my hand up to be the one the group assignment to present.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eMia\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I can talk about a quarterly report if I can talk about my experience of being bullied\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eCarl\u003c/em\u003e) \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNewfound public speaking skills also boosted confidence and self-esteem, as discussed by seven participants. Boosted communication also led to development in areas of interpersonal; \u003cem\u003e\u0026ldquo;it\u0026rsquo;s benefitted my relationships in more ways than I can count\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e); teamwork; \u003cem\u003e\u0026ldquo;apply all the things I learnt\u0026hellip;to my workplace and that impacts the way I speak to people\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eLucy\u003c/em\u003e); and network; \u003cem\u003e\u0026ldquo;talking to the right people sometimes about what\u0026rsquo;s out there\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSadie\u003c/em\u003e). Furthermore, participants spoke of enhanced leadership skills (\u003cem\u003eIsla\u003c/em\u003e), governance insight (\u003cem\u003eHarper\u003c/em\u003e), campaign management (\u003cem\u003eIsla\u003c/em\u003e) and problem-solving (\u003cem\u003eHarper\u003c/em\u003e), all contributing to effective participation.\u003c/p\u003e\n\u003cp\u003eFurthermore, many participants involved in mental health work discussed how their advocacy skills added perspective to their role. Participants who studied or worked in psychology space spoke of a \u003cem\u003e\u0026ldquo;different lens\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e) which added \u003cem\u003e\u0026ldquo;subjective depth\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eLucy\u003c/em\u003e). Similarly, those in healthcare discussed benefits of personal disclosure:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I work as a mental health nurse, so it\u0026apos;s actually really helped me in my job as well to safely disclose my personal experiences that are obviously going to benefit the patient.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003ePoppy\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I also did a mental health OT [Occupational Therapy] placement last year and even there with \u0026hellip; the people I was with, I felt comfortable sharing.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eDaisy\u003c/em\u003e)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn many cases, equipping participants with skills and advocacy experiences shaped their wider educational goals and career trajectories. For those studying mental health, it \u003cem\u003e\u0026ldquo;solidified\u0026rdquo;\u0026nbsp;\u003c/em\u003etheir passion (\u003cem\u003eLucy\u003c/em\u003e). Three participants began studying mental health-related courses resulting from their involvement with batyr. Moreover, five participants began working in advocacy or roles related to mental health care due to their developed passion, with one stating it had \u003cem\u003e\u0026ldquo;shifted the trajectory of my career\u003c/em\u003e\u0026rdquo; (\u003cem\u003eZoe\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWith developed educational goals and career trajectories, this served as a catalyst for engagement. Participants explained that earlier access to the program would also have allowed them to gain mastery over the educational environment, and promoted help-seeking for their mental ill-health:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I think honestly like a program like batyr would have helped a lot, even just someone coming out and saying, like, it\u0026apos;s OK to speak up because I like I never spoke up and reached out for help.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eDaisy\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;And to hear someone else have a similar experience in terms of navigating depression and anxiety, but then also navigating what it was like to experience instances of self-harm and suicidal ideation. That for me was something that I had buried so deep within myself and kept so to myself, out of just shame.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, the most transformative skill was improved mental health literacy. Participants spoke of learning the vocabulary \u0026ndash; \u003cem\u003e\u0026ldquo;I was feeling in such silence because I didn\u0026rsquo;t know what the name for it was\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e), strategies \u0026ndash; \u003cem\u003e\u0026ldquo;I said I was using them (strategies)\u0026hellip;I could have really tried a bit harder with that\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003ePoppy\u003c/em\u003e), and resources \u0026ndash; \u003cem\u003e\u0026ldquo;I had nowhere, no idea where to go to look for help\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eAria\u003c/em\u003e) conducive to mental health conversations. This would have encouraged help-seeking behaviour and understanding of the accommodations needed to effectively engage; \u003cem\u003e\u0026ldquo;even those accommodations, I definitely know they could have helped cognitively\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eMia\u003c/em\u003e). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026ldquo;Remember This?\u0026rdquo;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThrough crafting personal mental health narratives, participants were able to reflect in times of struggle upon the sources of support and perspectives they had previously experienced. participants felt an inherent determination to access support when they noticed symptoms to avoid being \u003cem\u003e\u0026ldquo;hypocritical\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eHarper\u003c/em\u003e), in the sense that their advocacy role should be aligned with their personal values \u0026ndash; \u003cem\u003e\u0026ldquo;practice what I preach.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSienna\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, through resourcing resilience participants were able to implement proactive coping strategies which mitigated mental ill-health symptoms. They were able to recognise \u003cem\u003e\u0026ldquo;early warning signs\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIsla\u003c/em\u003e) which resulted in a range of solutions being implemented including; minimising negative self-talk \u0026ndash; \u003cem\u003e\u0026ldquo;shut that voice down instantly\u0026rdquo;\u003c/em\u003e (\u003cem\u003eHannah\u003c/em\u003e); avoiding triggering situations \u0026ndash; \u003cem\u003e\u0026ldquo;I won\u0026rsquo;t put myself in that situation because it\u0026rsquo;s stressful and loud\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eRuby\u003c/em\u003e); spending time with friends and family \u0026ndash; \u003cem\u003e\u0026ldquo;I\u0026rsquo;d catch up with my friends regularly. I find that recharges my battery\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIvy\u003c/em\u003e); and taking care of physical health \u0026ndash; \u003cem\u003e\u0026ldquo;I have to exercise quite a lot.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eGeorgia\u003c/em\u003e). Even in cases where this did not result in improvements in symptomology, it helped participants to shape their perspectives; \u003cem\u003e\u0026ldquo;I\u0026rsquo;ll get anxious thoughts or anxious feelings\u0026hellip;the difference is I feel capable and able to deal with them.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eCarl\u003c/em\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eResourcing resilience also led to a feeling of empowerment, with participants reflecting that they had strong mindsets to overcome mental health challenges, and the capacity to overcome future challenges:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;When I\u0026apos;m talking about my story and the coping strategies that I have, that it like, almost acts as a reminder to myself, like a little sort of affirmation\u0026hellip;Remember this?... I\u0026apos;m saying it so often that then that encourages me to keep up with my coping strategies and my practises for like how to look after myself\u0026rdquo; (Harper).\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I used to think I had like, no resilience and I was like a weak soldier, but I think now\u0026hellip;I can actually do it. And like, it makes me like, what else can I do? I want to do more.\u0026rdquo; (Georgia)\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis resulted in a perception that symptoms were more \u003cem\u003e\u0026ldquo;manageable\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eIvy\u003c/em\u003e);\u003cem\u003e\u0026nbsp;\u0026ldquo;there\u0026rsquo;s a past place where things were\u0026hellip;at the lowest of the low and you did get through it.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSadie\u003c/em\u003e). Through cultivated resilience, participants expressed that their symptomology had improved following their involvement with batyr. Four participants explained that they had either discontinued unsupportive medication or received a more suitable one, with \u003cem\u003eAria\u003c/em\u003e stating: \u003cem\u003e\u0026ldquo;I used to rely just on medications, which weren\u0026rsquo;t working, but now I\u0026rsquo;m way more focused on the list of things in life making sure I\u0026rsquo;m eating properly and sleeping and exercising.\u0026rdquo;\u0026nbsp;\u003c/em\u003eOther participants said that their advocacy journey had enabled them to engage more effectively with therapy by being open and transparent: \u003cem\u003e\u0026ldquo;I don\u0026rsquo;t think I would be able to so easily connect with that and do that kind of therapy work if I hadn\u0026rsquo;t spent the last few years being very open\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eAlex\u003c/em\u003e). Finally, participants explained that their proactive strategies and resilience resulted in a reduction in anxiety, panic attacks and other symptoms because they were able to recognise their triggers earlier, and felt empowered through previous resilience to either engage with formal help or view their symptoms through an experiential lens:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I tend to be a bit of a perfectionist helper wanting to take on everything, so learning to step back is probably a really good thing for me to have learned throughout this...take time that I need to get on track if I\u0026apos;m starting to feel like my mental health is going downhill.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSadie\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;\u0026hellip; I definitely feel like I can come back from it now, whereas it\u0026apos;s not like, Oh my goodness, this is the end of the world kind of thing.\u0026rdquo;\u003c/em\u003e (\u003cem\u003eIvy\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I think I don\u0026apos;t experience social anxiety anymore.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eRuby\u003c/em\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I\u0026apos;m basically symptom free now. I think the psychiatrist says like fully in remission.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(\u003cem\u003eSophie\u003c/em\u003e)\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eYoung people with mental ill-health face disproportionate exclusion from education and the workplace. This study sought to understand the barriers they faced, and how community advocacy programs such as batyr\u0026rsquo;s storyteller development training can facilitate engagement.\u003c/p\u003e\n\u003cp\u003eConsistent with Bowman et al (2020), if participants did not access timely support this led to a decline in educational engagement. This manifests in lack of focus, emotional disengagement, declining attendance, and prematurely leaving education (consistent with Zajac et al., 2023). For participants who remained engaged, there was a heightened risk of burnout through perfectionism. Although research indicates that mental ill-health may not impact on attainment (Duncan et al., 2021; Fernandez-Castillo and Gutierres Rojas, 2009), this is often at the detriment of young people\u0026rsquo;s wellbeing, the long-term effects of which lack evidence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eParticipants also discussed the barriers to employment inclusion. The bidirectional relationship between employment challenges and mental ill-health was identified by several participants, consistent with existing research (Dolley et al., 2000; Jefferis et al., 2011; Kasl et al., 2008). This could manifest as impacts to performance and quality, or burnout due to fear of repercussions. Although research highlights employment as an opportunity to expand social circles (Subramaniam et al., 2022), participants explained that poor colleague relations could result in social exclusion. There was also evidence of assuming work below skillsets to manage cognitive load (consistent with Subramaniam et al, 2022) and even cases of dismissal. As the workplace is a central institution providing identity and structure (Drake and Wallach, 2020), such experiences can result in decreased wellbeing.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWhen discussing workplace support, many participants commented that initiatives were often insufficient or \u0026lsquo;tokenistic\u0026rsquo;, which did not address rudimentary workload imbalances which create stress. Research around tokenistic mental health initiatives is at an elementary stage, mandating studies to explore \u0026lsquo;wellbeing washing\u0026rsquo; where \u0026ldquo;\u003cem\u003eorganizational actions that appear to support employee wellbeing but provide little tangible benefit, leaving employees with no meaningful improvement.\u0026rdquo;\u0026nbsp;\u003c/em\u003e(Ryan et al., 2025). As pressure builds for workplaces to support employee wellbeing, it is imperative to integrate lived experience perspectives to ensure that support provisions are effective and result in mitigation of barriers to engagement. This is part of a social movement to long-term consideration and application of mental health knowledge in the workplace (Casey et al., 2025).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eParticipants felt more empowered to engage in education and work through improved wellbeing. Engaging with batyr led to a more compassionate mindset towards self, lower self-stigma and improved help-seeking intentions (consistent with Halsall et al., 2024; Tisdale et al., 2021). This study builds upon such works by exploring perspectives of participants who translated these intentions into action; many were more engaged in therapy, pursued diagnoses and received appropriate medication, mitigating their symptoms and allowing them to participate in education and work.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdvocacy also offered the chance to boost interpersonal skills, enhancing openness with friends and family and creating a network of like-minded others (demonstrated in Wainwright et al., 2025). Interpersonal networks are a critical source of wellbeing. Interpersonal skills can also be utilised in education and work to improve peer relationships and mitigate social inclusion barriers (Roach, 2018). This study enhanced understanding of the role that school-based peers and work colleagues have in determining perceptions of inclusion and subsequent mental health, and the buffering effect that positive relations can have upon symptoms.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSimilarly, psychological wellbeing was improved through direct routes. Participants were able to connect with an identity fuelled by passion and responsibility. Participants were more likely to engage in roles they find \u0026ldquo;\u003cem\u003einteresting and inherently satisfying\u003c/em\u003e\u0026rdquo;, fitting the criteria of intrinsic motivation (Di Domenico and Ryan, 2017). Through batyr\u0026rsquo;s opportunities, participants were able to share their mental health experiences and left feeling validated. This improved sense of personal competence fosters an innate confidence, inspiring participants to overcome challenges in education and work.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFinally, environmental mastery was generated through both resilience and proactive coping strategies. LEAs learned to grow through adversity. With newfound resilience, participants could stay engaged in education and work despite mental ill-health. One study highlights the effect of resilience on negative mental health days despite workload pressures (Park et al., 2015). Combined with proactive coping strategies which enable participants to understand their needs and implement effective boundaries and accommodations, resilience allows the maintenance of energy and optimism to manage workload.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdvocacy had several direct effects on engagement in education and work. Central to this was the development of self-advocacy skills. Defined as \u0026ldquo;\u003cem\u003ecommunicating individual wants, needs and rights to determine and pursue required accommodations\u003c/em\u003e\u0026rdquo; (Pfeifer et al., 2021), with improved mental health literacy, participants learned how to share their needs effectively. Self-advocacy is an influential tool to social inclusion, especially given the receptiveness of employers in this study and the research supporting the role of schools in mental health promotion (Mansfield, Humphrey and Patalay, 2021). The most pertinent implication of this study is the potential of self-advocacy in equipping young people with mental ill-health to champion supportive educational and work cultures.\u003c/p\u003e\n\u003cp\u003eThe development of transferrable skills through advocacy opportunities improved participants\u0026rsquo; environmental mastery, as they are highly valued in education and employment. Advocacy also motivated some participants to pursue mental health-related education and careers, a juxtaposition to environments where they once felt excluded. Given recent labour market analyses which highlight poor retention rates in mental health roles across Australia (Department of Health and Aged Care, 2023), advocacy training could play a crucial role for cultivating intrinsic motivation and potential new workforce.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study has implications for both researchers and those involved in youth mental health service design. With a more comprehensive understanding of barriers to engagement, education and work actors can work towards reducing exclusion and implementing accommodations. This study highlighted that lived experience advocacy is not only an outlet, but a facet of wellbeing and social inclusion. Training, as such, should be designed to support LEAs as they navigate external social challenges. Emerging evidence of this distinct relationship reflects the development of research into the personal effects of advocacy. batyr\u0026rsquo;s program represents an example model of empowerment through the facilitation of opportunities for meaningful engagement in the mental health sector, potentially leading to stronger social policies which recognise the needs of vulnerable young people.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations and Directions for Further Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study contributes to the nascent understanding of how mental health lived experience advocacy personally affects participants \u0026ndash; an important area of inquiry given the need for preventative interventions. However, several factors related to study design shape the transferability of these findings and highlight future research avenues. The primary limitation is the study\u0026apos;s specific focus on a single Australian advocacy program with a sample predominantly female sample. While this allowed for in-depth analysis, it means the findings are deeply situated in this context and may not be directly applicable elsewhere. Future research is therefore needed to explore how these themes emerge in varied programmatic and cultural settings, and with participants of different genders. Furthermore, this study focused on a specific set of outcomes. Building on these findings, subsequent research could explore supplementary effects, such as long-term impacts on wellbeing and community connection, to provide a more holistic understanding of advocacy\u0026apos;s transformative potential.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study sought to explore the relationship between advocacy, wellbeing and engagement in education and employment. It was found that advocacy enables LEAs to reach a deeper understanding of self, allowing them to reconcile negative past experiences and resource resilience in the form of proactive coping strategies which empower their engagement in these contexts. Furthermore, advocacy training equips young people with the knowledge, confidence and ability to engage in conversations with education providers and employers to seek accommodations which mitigate barriers to inclusion. Finally, it enables them to develop transferable skills and shape the direction of their future careers, strengthening environmental mastery. Advocacy therefore has a profound effect on cultivating engagement in education and work for young people with mental ill-health.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding Declarations \u0026ndash;\u0026nbsp;\u003c/strong\u003e\u003cem\u003eThis research received no external funding\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number \u0026ndash;\u0026nbsp;\u003c/strong\u003e\u003cem\u003eNot applicable\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipant Consent \u0026ndash;\u0026nbsp;\u003c/strong\u003e\u003cem\u003eInformed consent was received from all participants\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Ethics \u0026ndash;\u0026nbsp;\u003c/strong\u003e\u003cem\u003eAll methods were approved and carried out in accordance with Griffith Human Research Ethics Committee (HREC) guidelines. The protocol was approved by the committee (GU Ref No: 2024/888)\u003c/em\u003e\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eC.W. conceptualized the study, conducted all data collection, led the analysis, and wrote the manuscript. N.H. and E.S. contributed to the study design, supported data analysis, assisted in conceptual development of themes, and provided critical revisions to the manuscript. T.R. contributed to the study design and manuscript editing. R.O. contributed to manuscript editing. All authors reviewed and approved the final version of the manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData from transcripts can be made available upon request\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003ebatyr\u003cem\u003e\u0026nbsp;- Creating a world where all young people lead mentally healthy lives\u003c/em\u003e. (2025). 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Work demands and mental health: the mediating effects of resilience and sense of belonging among college students. \u003cem\u003eJournal of American College Health\u003c/em\u003e, 1\u0026ndash;10. https://doi.org/10.1080/07448481.2025.2484547\u003c/li\u003e\n \u003cli\u003ePerreault, M., Touré, E. H., Perreault, N., \u0026amp; Caron, J. (2017). Employment Status and Mental Health: Mediating Roles of Social Support and Coping Strategies. \u003cem\u003ePsychiatric Quarterly\u003c/em\u003e, \u003cem\u003e88\u003c/em\u003e(3), 501\u0026ndash;514. https://doi.org/10.1007/s11126-016-9460-0\u003c/li\u003e\n \u003cli\u003ePfeifer, M. A., Reiter, E. M., Cordero, J. J., \u0026amp; Stanton, J. D. (2021). Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM. \u003cem\u003eCBE - Life Sciences Education\u003c/em\u003e, \u003cem\u003e20\u003c/em\u003e.\u003c/li\u003e\n \u003cli\u003eRoach, A. (2018). 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Employment of young people with mental health conditions: making it work. \u003cem\u003eDisability and Rehabilitation\u003c/em\u003e, \u003cem\u003e44\u003c/em\u003e(10), 2033\u0026ndash;2043. https://doi.org/10.1080/09638288.2020.1822932\u003c/li\u003e\n \u003cli\u003eTisdale, C., Snowdon, N., Allan, J., Hides, L., Williams, P., \u0026amp; de Andrade, D. (2021). Young people mental health peer support work: a qualitative study exploring the impacts and challenges of operating in a peer support role. \u003cem\u003eAdolescents\u003c/em\u003e, 1(4), 400\u0026ndash;411. https://doi.org/10.3390/adolescents1040030\u003c/li\u003e\n \u003cli\u003eVaingankar, J. A., Cetty, L., Subramaniam, M., Lee, Y. Y., Chong, S. A., Lee, H., \u0026amp; Verma, S. (2020). Recovery in Psychosis: Perspectives of Clients With First Episode Psychosis. \u003cem\u003eAnnals of the Academy of Medicine, Singapore\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e(4), 186\u0026ndash;198.\u003c/li\u003e\n \u003cli\u003eViner, R. M., Ross, D., Hardy, R., Kuh, D., Power, C., Johnson, A., Wellings, K., McCambridge, J., Cole, T. J., Kelly, Y., \u0026amp; Batty, G. D. (2015). Life course epidemiology: recognising the importance of adolescence. \u003cem\u003eJournal of Epidemiology and Community Health\u003c/em\u003e, \u003cem\u003e69\u003c/em\u003e(8), 719\u0026ndash;720. https://doi.org/10.1136/jech-2014-205300\u003c/li\u003e\n \u003cli\u003eWalker, J. S., Klodnick, V. V., LaPelusa, B., Blajeski, S. M., Freedman, A. R., \u0026amp; Marble, S. (2024). A theory of change for one-on-one peer support for older adolescents and young adults. \u003cem\u003eChildren and Youth Services Review\u003c/em\u003e, 157. https://doi.org/10.1016/j.childyouth.2023.107386\u003c/li\u003e\n \u003cli\u003eWatson, R., Burgess, L., Sellars, E., Crooks, J., McGowan, R., Diffey, J., Naughton, G., Carrington, R., Lovelock, C., Temple, R., Creswell, C., \u0026amp; McMellon, C. (2023). A qualitative study exploring the benefits of involving young people in mental health research\u003cem\u003e. Health Expectations : An International Journal of Public Participation in Health Care and Health Policy\u003c/em\u003e, 26(4), 1491\u0026ndash;1504. https://doi.org/10.1111/hex.13722\u003c/li\u003e\n \u003cli\u003eWainwright, C., Sofija, E., Riley, T., Tudehope, L., \u0026amp; Harris, N. (2025). Examining the role of mental health lived experience advocacy in shaping the personal outcomes of youth advocates: A scoping review. \u003cem\u003eChildren and Youth Services Review\u003c/em\u003e, \u003cem\u003e171\u003c/em\u003e, 108182. https://doi.org/10.1016/j.childyouth.2025.108182\u003c/li\u003e\n \u003cli\u003eWogrin, C., Willis, N., Mutsinze, A., Silindweyinkosi, C., Verhey, R., Chibanda, D., \u0026amp; Bernays, S. (2021). It helps to talk: a guiding framework (trust) for peer support in delivering mental health care for adolescents living with HIV, \u003cem\u003ePLoS One\u003c/em\u003e 16(3), 0248018. https://doi.org/10.1371/journal.pone.0248018\u003c/li\u003e\n \u003cli\u003eZajac, T., Perales, F., Tomaszewski, W., Xiang, N., \u0026amp; Zubrick, S. R. (2024). Student mental health and dropout from higher education : an analysis of Australian administrative data. \u003cem\u003eHigher Education\u003c/em\u003e, \u003cem\u003e87\u003c/em\u003e(2), 325\u0026ndash;343.\u003c/li\u003e\n \u003cli\u003eZarimoghadam, Z, Davoodi, H, Ghafari, K, \u0026amp; Jamilian, H. (2021). The Effects of Mental Self-care Training on Mental Health and Academic Achievement in Students. \u003cem\u003eMajallah-I Dānishgāh-I ̒Ulūm-I Pizishkī-I Arāk\u003c/em\u003e, \u003cem\u003e24\u003c/em\u003e(1), 150\u0026ndash;167.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-mental-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"dimh","sideBox":"Learn more about [Discover Mental Health](https://www.springer.com/44192)","snPcode":"","submissionUrl":"","title":"Discover Mental Health","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-7050255/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7050255/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eYoung people with mental ill-health often experience significant exclusion from education and work due to the direct and indirect effects of their symptoms. While mental health lived experience advocacy offers a promising pathway to empowerment, its impact on wellbeing and subsequent education and work engagement in young people is not well understood. This qualitative study explored these impacts through semi-structured interviews with 18 lived experience advocates aged 18\u0026ndash;33. Participants described how exclusionary barriers, challenging peer relationships, and difficulties accessing support hindered their educational and occupational engagement, often creating a negative cycle with wellbeing. However, the process of becoming a Lived Experience Advocate (LEA) cultivated empowerment through four key mechanisms: \u003cem\u003eThe Creation Mindset; Championing My Own Mental Health; Shaping the Trajectory of My Career\u003c/em\u003e and \u003cem\u003eRemember This.\u003c/em\u003e These developments improved wellbeing and equipped LEAs with tangible skills to self-advocate, enabling them to secure accommodations, reduce social exclusion, and achieve greater mastery in educational and work settings. The study findings can inform the development of accommodations by educational institutions and employers, and guide youth mental health service design by demonstrating LEA\u0026rsquo;s role in enhancing engagement. This research offers new insights into the transformative personal effects of lived experience programs.\u003c/p\u003e","manuscriptTitle":"The Developmental Impact of Mental Health Lived Experience Advocacy on Youth Education and Employment Engagement","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-12 14:54:43","doi":"10.21203/rs.3.rs-7050255/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-28T05:58:53+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-11T15:04:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"211435409824642646052938805330183353979","date":"2025-09-07T23:49:39+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"321664862958024473317508908407978900404","date":"2025-09-07T20:57:14+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-26T18:51:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"2018970675684287586641768308629575072","date":"2025-08-20T17:23:18+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-01T15:40:00+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-17T04:35:11+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-07-17T04:32:17+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-07-16T05:20:08+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Mental Health","date":"2025-07-16T03:19:18+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-mental-health","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"dimh","sideBox":"Learn more about [Discover Mental Health](https://www.springer.com/44192)","snPcode":"","submissionUrl":"","title":"Discover Mental Health","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"503b8264-8d22-4117-8b1c-c017284eec00","owner":[],"postedDate":"August 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-11-12T11:23:37+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-12 14:54:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7050255","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7050255","identity":"rs-7050255","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}