This briefing paper from Imroc explores the challenges and benefits of digital and online learning in Recovery Colleges. Drawing on real-world case studies and emerging research, it examines how Recovery Colleges across England and beyond have adapted to online delivery — from the shift prompted by the Covid-19 pandemic to the growing role of blended and hybrid learning models. The paper considers key themes including digital inclusion, co-production, adult learning principles, and recovery-focused practice in online environments, offering practical insights for Recovery College staff, commissioners, and anyone interested in the future of mental health education.

This evaluation report examines Imroc's pioneering Peer Support Training for Adults with Learning Disabilities, the first bespoke programme of its kind developed to meet the growing demand for peer support workers within learning disability services. The 12-week online training programme, delivered across ten modules, was designed to be accessible, inclusive, and confidence-building for adults with learning disabilities seeking to enter peer support roles within NHS and community mental health services. Findings from semi-structured interviews and pre- and post-course questionnaires reveal strong outcomes across all stakeholder groups, including increased trainee confidence, measurable skill development, and positive organisational impact. The report explores best practice in co-produced, accessible training design for people with learning disabilities, highlighting the value of flexible delivery, open discussion-based learning, and individualised support. Key recommendations address digital inclusion, organisational supervision, and the need for systemic investment in learning disability peer support workforce development. This report is essential reading for NHS trusts, supported employment services, mental health commissioners, and anyone committed to advancing lived experience and peer support in learning disability services across the UK.

This paper explores partnership working in Recovery and Wellbeing Colleges and how it supports their development as services that are fit for the future. Recovery and Wellbeing Colleges bring together subject expertise, lived experience and community knowledge through co-production and collaboration. Drawing on the experience of six Recovery and Wellbeing Colleges across England, the paper examines different forms of partnership working, the range of partners involved, and how partnerships are identified and sustained. It explores the benefits and challenges of partnership working, including issues of trust, reciprocity, quality, values and resources, and identifies key learning about what makes partnerships effective. The paper also demonstrates how Recovery and Wellbeing Colleges, working in partnership, are well placed to support the three key shifts set out in the Ten Year Health Plan for England: from hospital to community, from analogue to digital, and from sickness to prevention.