Where Young People Lead: Discovery College and a New Era of Empowered Mental Health Support in Ireland

Written By Imroc

Sharing Experiences Paper

Written by Chloe Costello, Max Farrell, and Caoimhe Mullarkey. With an Introduction to the series by Rachel Perkins

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Introduction to the ‘Sharing our Experiences’ Series

The Imroc Recovery Colleges 'Sharing Our Experience' series of papers are designed to explore how the principles on which Recovery Colleges are founded can be applied in different ways and in different contexts. They enable Recovery Colleges to share experiences, developments and innovations. This is the fourth paper in this series, and you can find a list of the other pieces at the end of this paper.

Inspired by the success of Discovery Colleges for young people initially in Melbourne Australia, and subsequently in the UK, New Zealand and Canada, in this paper colleagues from Ireland, describe the development of Discovery College West serving young people from Roscommon and East Galway.

A process of development is described, starting with consultations with local young people, families, Child and Adolescent Mental Health Services (CAMHS) and youth organisations to better understand what young people wanted. Following these initial conversations, the authors describe four stages in the development of Recovery College West. The authors describe the challenges they have experienced in this journey. These include, avoiding the trap of the voice of lived experience being tokenistic or performative, building organisational commitment, measuring impact, and finding a model that works for young people: the importance of meeting people where they are – in schools, youth groups, clubs.

In the Imroc briefing paper "Recovery College 10 Years on"1 it is emphasised that co-production "is not a 'one off' exercise but an iterative process of review and re-creation." (Perkins et al, 2018, p4) This 'ongoing process' of co-production is evident in the work of Discovery College West. As the authors describe "the process of adapting, reflecting and co-creating has been central to its growth … what began as a small pilot as evolved into a dynamic model of Recovery Education that continues to grow, adapt and inspire." The impressive work of the team has ensured that Discovery College West continues to "contribute to national conversations, research and policy, ensuring that Recovery Education becomes an integral part of how Ireland supports young people's wellbeing."

We are grateful to Discovery College West for sharing the process of developing their Discovery College and the lessons they have learned. We are sure that their experiences will be valuable to others embarking on the development of a Discovery College for young people.

Rachel Perkins, Imroc Senior Consultant

Illustrations by Max Farrell, Volunteer, Discovery College West

"When I was first approached with the idea of adding illustrations to this paper, my brain immediately started bouncing around ideas. Though I had varying visions, ultimately, I was most inspired by Japanese artists/organisation Irasutoya. From there I wanted to come up with a design for a character that I could then create the illustrations needed. After a few hours of brainstorming and trial and error, I created "Gina", the human personification of Regari (Roscommon and East Galway Advancing Recovery in Ireland) and the Discovery College, Regari being my first introduction to Recovery Education a number of years ago. Each colour on her palette was taken directly from both the Regari and Discovery College logos. Some small detail elements of her design, I linked back with the Discovery College, ie; her tie is the same lighthouse pattern as the Discovery College logo. From an overall design perspective, I wanted her to capture a gentle, warm, and professional essence that reflects the team's culture which is open, approachable, and well managed. The name "Gina" came to me as I wanted her to have a name related to what she represents, so I played around and thought, "If Regari was a person's name, what would that be? Regari, sounds like Regina. Gina for short!" After settling on a final design and debriefing with the team, I could then draw up the specific images I had in mind when I was inspired by Irasutoya at the very beginning, and now she is alive and illustrated throughout this paper. I am beyond grateful for being given such an opportunity to share my art and creative process."

The Development of our Discovery College and Where We Are Now

The Discovery College model originated in Melbourne, Australia, through a co-produced youth mental-health education initiative developed by Alfred Health in 2015, offering an educational rather than clinical approach to recovery for young people (Hopkins, Foster, & Nikitin, 2018). The model subsequently inspired similar initiatives in the United Kingdom, including the Oxfordshire, Bedfordshire & Luton, and Wakefield Discovery Colleges, as well as in New Zealand (2016–2017) and Canada (from 2016 onwards) (Mental Health Commission of Canada, 2021; South West Yorkshire Partnership NHS Foundation Trust, 2024). Each showed how co-production, creativity, and accessibility could transform learning about mental health for young people and their loved ones. These lessons became the foundation for developing an Irish model, one built on inclusion, empowerment, and shared experience.

The story of our Discovery College (Discovery College West) in Ireland began with a simple but important realisation; young people needed Recovery Education that felt relevant, relatable, and created with them, not just for them. As Recovery Colleges grew, it became clear that young people needed something different, a space where the conversations, examples, and learning truly reflected their world and experiences. To better understand what young people wanted, consultations were held with young people, families, Child and Adolescent Mental Health Services (CAMHS), and youth organisations. At the same time, international examples were explored for inspiration. In Ireland, this vision took shape in the west of the country, with Discovery College West emerging as a joint Health Service Executive (HSE) and Mental Health Ireland initiative situated within the HSE Mental Health Engagement and Recovery Office (MHER). This structure ensured that the work aligned with national recovery policies while remaining grounded in local needs across Roscommon and East Galway.

With a clear direction and local partnerships established, attention turned to putting the model into action. The journey formally began with a pilot phase in 2019, which laid the groundwork for everything that followed.

Phase 1 – Pilot and Foundation (2019–2022)

The first phase focused on exploring whether a youth-focused Discovery College could work in Ireland and understanding what young people needed most. In 2019, a small but powerful pilot took place in the REGARI (Roscommon and East Galway Advancing Recovery in Ireland) Recovery College, offering workshops to young people aged 16–25 (Costello, 2022). What made it stand out from the beginning was its co-production: young people, family members, professionals, and people with lived experience shaping and delivering it together. Six workshops were created around the issues young people said mattered most: anxiety, social media, managing emotions, body image, sexuality, and independence. Early feedback highlighted the value of the workshops. Participants described feeling more connected, understood, and empowered, and every attendee said they would recommend the sessions. This early momentum became the foundation for everything that followed.

The success of the pilot strengthened the case for a dedicated youth Recovery Education service, leading to a formal business plan and securing HSE funding in 2022 for a Peer Recovery Educator role through the Mental Health Engagement and Recovery Office. The establishment of the Peer Recovery Educator role, was paramount to ensure that lived experience was embedded in the core of the service from the outset. This in turn safeguarded the Discovery College ethos, of a recovery-oriented service, valuing co-production and equality, which then set the stage for the next phase of development.

Phase 2 – Building Foundations (Late 2022–2023)

The next step focused on building the relationships and structures needed to support delivery. This period involved a huge amount of groundwork: meeting with local teams and services, introducing the Discovery College approach, and steadily building trust through ongoing networking and visibility. Workshops were advertised across youth services, schools, and community spaces, helping to create awareness and interest. Alongside this, strong partnerships were formed with local services and schools, and dedicated Operational, Co-Production, Co-Facilitation, and Advisory Teams were established. These groups became the backbone of Discovery College West, ensuring that young people, families, and professionals worked together as equal partners at every stage of development.

Phase 3 – Co-Creation and Delivery (2023)

Phase three focused on developing and delivering workshops. Over nine co-production sessions, 22 young people, parents, and professionals designed workshops on anxiety, low mood, resilience, social media, family, and diagnosis. By the end of 2023, 29 workshops had been delivered by 20 Co-Facilitators, reaching 581 young people aged 12–25 across schools, youth groups, CAMHS hubs, and community spaces. Workshops were informal, interactive, and age-tailored, with separate versions for younger (12–17) and older (18–25) participants.

Feedback showed a clear impact. Using the CHIME framework of recovery (Connectedness, Hope, Identity, Meaning and Empowerment) to structure the evaluation, participants reported increases in hope (95%), meaning (89%), connectedness (81%), and knowledge (80%) (Leamy et al., 2011). Many also said the workshops helped reduce stigma and made them feel less alone in their experiences.

Phase 4 – Transformation and Growth (2024–Present)

Discovery College West is now in its transformation stage, a period of growth, collaboration, and creativity. Between 2024 and 2025, new partnerships were formed with Mindspace Mayo, Tusla, CAMHS, Mayo Recovery College, and local schools. Together, we co-produced and delivered workshops for young carers, LGBTQ+ youth, parents, and refugees, expanding into new settings and communities.

To meet growing demand, a Recovery Education Facilitator (REF) was recruited, helping the service deliver more workshops and strengthen sustainability. REF's are fundamental in supporting Peer Recovery Educator's in the co-production and co-facilitation of workshops. They draw on their own lived experience to inform their work and play a central role in the day-to-day running of the Discovery College. This period of growth was further supported by dedicated HSE investment, which provided essential funding to expand delivery, enhance capacity, and secure the long-term development of the service. Discovery College West also gained greater visibility through contributions to regional steering groups and national forums, helping shape how Recovery Education is understood and delivered across Ireland.

Today, Discovery College West is recognised as a leading example of what youth-focused Recovery Education can be. It has grown from a small pilot in 2019 into a vibrant regional programme shaped by the voices and experiences of the young people who take part. Its journey shows the impact that's possible when young people are genuinely listened to, supported, and given space to lead the conversation on their own wellbeing.

Highlights

At Discovery College West, every project begins with listening to young people, families, and service providers, and building something meaningful together. Each highlight below captures how unique and versatile the service is in meeting the needs of its community. No two semesters are alike, because we remain very responsive to what young people tell us they need. We recognise that recovery takes many different forms across different groups, and we shape each semester in response to their voices, priorities, and the support that will serve them best at that time.

LGBTQ+ Workshops for Young People and Parents

This project began in response to a request from a young person in the community, who approached Discovery College West and asked whether we could co-produce workshops focused on LGBTQ+ experiences. Their insight highlighted a clear need for safe, informed spaces where young people and families could explore these topics. With this in mind, the project moved forward with a clear aim: to create safe spaces where young people and parents could learn, connect, and grow together in their understanding of LGBTQ+ experiences. Over six co-production sessions, 13 young people, parents, and professionals worked side by side to design two workshops for young people and one for parents. Throughout the co-production sessions, the groups explored a wide range of themes: respectful communication, gender and identity, allyship, expression, Pride, and the everyday realities faced by LGBTQ+ young people.

Our hope is that these workshops help create spaces where LGBTQ+ young people feel recognised and supported, and where parents and allies feel more confident in how they support and stand beside them.

Refugee Support – "Seeking Refuge: Childhood Experiences"

In partnership with Tusla, a child and family agency, Discovery College West worked with 14 young refugees from Syria living at the Emergency Reception and Orientation Centre (EROC) in Ballaghaderreen, County Roscommon. Following their participation in several Recovery Education workshops, the young people asked if they could co-produce a workshop of their own. When asked what topic they would like to focus on, they expressed a clear wish to explore their experiences of racism, migration, leaving home, and seeking refuge, and what these realities mean for young people rebuilding their lives in a new country.

Together, we developed a workshop titled "Seeking Refuge: Childhood Experiences." Through art, storytelling, and group discussion, the young Co-Producers examined themes of migration, racism, trauma, loss, hope, and resilience. They shared powerful insights about safety, belonging, and identity, offering perspectives rarely heard in mainstream conversations.

The project grew into something far beyond a single workshop. It created a space where the group could share experiences, listen to one another, and feel understood. It also showed, in a very real way, how co-production can give young people from marginalised communities a platform to speak about their lives, sometimes when never given that opportunity before, and ensure their voices heard.

Neurodiversity, School and Anxiety

This co-production, developed with CAMHS, began by bringing together a small group of neurodivergent young people, a family member, and mental-health professionals to talk about what school truly feels like for those who find the environment overwhelming. Early conversations quickly highlighted common challenges, the impact of loud corridors, busy classrooms, sudden changes, or strict routines, and how these pressures can turn everyday school life into a source of anxiety.

As the group continued to share their experiences, they also identified the kinds of changes that can make a meaningful difference: flexible timetables, sensory breaks, quieter spaces, and clearer communication between teachers, students, and families. These insights shaped the workshop "Neurodiversity, School and Anxiety," a session designed to help others understand these experiences and to show how schools can become calmer and more compassionate places for every student.

Animals Supporting Recovery

Sometimes, the best connections don't need words. Earlier this year, a co-production group designed a workshop around the theme of "Connecting Through Pets," exploring how animals support wellbeing and recovery. The co-production sparked something special, stories of companionship, comfort, and unconditional love. From there, the group created "Pets Supporting Wellbeing Coffee Mornings," where young people bring their pets, share experiences, and form friendships in a relaxed, welcoming setting. These sessions celebrate how simple, everyday connections, human or animal, can help people heal and feel part of something bigger.

Bullying, Exclusion and Societal Pressure

Discovery College West partnered with a local secondary school to open up conversations about bullying, exclusion, and the pressures young people face. The project began with a co-produced and co-facilitated workshop for parents, developed with young people, family members, and mental-health professionals. Drawing on local Planet Youth (2024) data showing that 23% of young people had been bullied at school and 14% online, the session explored how bullying manifests both overtly and covertly, and how families can respond with empathy and action.

A young person with lived experience of covert bullying shared her story, reflecting on the emotional impact and her journey toward recovery, a moment that brought authenticity and compassion to the discussion.

Following this, Discovery College West facilitated student co-production sessions on exclusion and societal pressure, where young people spoke openly about expectations, peer influence, and the quiet ways exclusion can occur. Together, these sessions deepened understanding of how small, often unnoticed behaviours can have a real impact on a young person's wellbeing, highlighting the importance of open communication, meaningful action around inclusion, and helping young people recognise when something they do might unintentionally leave others out.

Needs Analysis and Emerging Priorities

To ensure Discovery College West keeps meeting the real needs of young people, a large-scale Needs Analysis was carried out in 2025 with 513 young people aged 12–18 across County Mayo. The work was a collaboration with Mindspace Mayo, Mayo Mental Health Association, CAMHS, Mayo Recovery College, and local schools. Young people identified Anxiety (56%), Social Media (34%), and Low Mood (33%) as their top concerns, followed by bullying, relationships, and neurodiversity. In response, three co-production sessions were held at Mayo Atlantic Technological University, with young people, family members, and mental-health professionals designing sessions that are now being piloted. This project not only gave hundreds of young people a voice but also set clear priorities for the future of youth Recovery Education in the region.

Voices of Young People

Caoimhe and Max are two young people who have been closely involved in Discovery College West, and here they share what the experience has been like for them in their own words. Their honesty, ideas, and willingness to get involved reflect exactly what makes Discovery College what it is. Young people like them are at the centre of everything we do and they're a big part of why the programme has been able to grow, evolve, and make a real difference.

Reflection – Caoimhe Mullarkey, Transition Year Student

I am a Transition Year student at Roscommon Community College, currently completing my work placement with Discovery College West. From a young age, I've always wanted to be someone others can turn to in times of need, whether that's through having meaningful conversations or simply being there to listen. As a sociable person with a love for science, I've always been interested in a career that allows me to connect with people and make a difference. Over time, I developed a strong interest in mental health and in understanding how people can be supported to feel well, valued, and connected.

My journey with Discovery College West began in Second Year when I attended a workshop on 'Building Resilience' which deepened my fascination in this field. The workshop was carried out with the intention of providing participants with practical skills and knowledge on building resilience while offering a safe space for discussion and sharing ideas. This experience made me aware of the positive work discovery colleges do offering support to students, and members of the wider community. I realised that the college provides a way for young people to learn vital information about their mental health and wellbeing that they would not otherwise be aware of.

I was also struck by the fact that all workshops are co-produced and co-facilitated by people with lived experience. Hearing real stories and perspectives made the learning experience authentic and relatable. Attending this workshop helped me to realise that this novel service was something I wanted to be associated with.

During my placement, I've helped develop workshop presentations and research different topics for upcoming sessions. I also had the opportunity to attend the Roscommon School Leavers' Fair as part of the Discovery College West team, where I spoke to students, parents, and service providers about the work we do. Attending the fair helped me to see the benefits of our service and the level of interest that it attracts.

This experience has given me a deeper appreciation of Recovery Education and how important it is to have spaces where everyone's voice is valued. I'm really enjoying being part of such a positive, people-focused service and I'm looking forward to continuing my work with Discovery College West until Christmas.

Reflection – Max Farrell, Discovery College West Volunteer, Co-Producer, Co-Facilitator

My experience with Discovery College West has been incredibly eye-opening and inspiring. I have learned so much about myself, about Recovery Education, and about the power of collaboration and shared experience. I first became involved by attending a few co-production sessions on topics such as anxiety management and resilience. Even after just a couple of sessions, I could see the potential of Discovery College West. I felt heard, respected, and genuinely valued as part of the process.

Later, I became involved in the development of an LGBTQIA+ and Mental Health programme for delivery in schools and to parents. Being part of this project opened so many doors for me. I learned more about the work that happens behind the scenes and even had the opportunity to speak at the official launch of Discovery College West, an experience I'll never forget. Through this work, I discovered how passionate I am about LGBTQIA+ inclusion and mental health in Ireland. Taking part in co-production and facilitation showed me that this is the path I want to follow professionally, to continue developing and delivering workshops that can make a difference in people's lives.

Working with Discovery College West also gave me a deeper understanding of the many elements that go into Recovery Education, from designing content to hearing and including the voices of those with lived experience. Seeing how these experiences can be transformed into learning for others was truly inspirational. I am incredibly grateful for the opportunities Discovery College West has given me, and for the people I've met along the way. It's shown me how sharing stories, experiences, and knowledge can lead to real change, and that is something I will always carry with me.

Caoimhe and Max's reflections give a sense of what Discovery College West can mean to young people. They describe the feeling of being listened to, included, and encouraged to play an active role in something bigger than themselves. Their stories capture the small but important moments of connection that make this work meaningful. Their experiences remind us that young people bring insight, honesty, and courage that continuously shape and strengthen the service. Their voices capture the essence of what Discovery College West is, a service that is truly shaped by young people, not just for them.

Challenges and Learning

As the first youth-focused Recovery Education service of its kind in Ireland, Discovery College West has learned a great deal through experience, reflection, and continuous adaptation. Establishing a new model brought both challenges and opportunities for growth.

Finding a Model that Works

Developing an approach that truly engaged young people required a process of trial and learning. Early on, it became clear that community-based workshops did not attract young people in the same way they did adults in Recovery Colleges. Mental health was not always a priority for this age group, and Discovery College was a new and unfamiliar concept. The team quickly recognised the need to meet young people where they were, in schools, youth services, and clubs, before encouraging participation in wider community workshops. This shift in approach proved vital in building trust, recognition, and relevance.

Authentic Involvement of Lived Experience

One of the most important lessons has been that the involvement of lived experience can never be tokenistic. Co-production and the centrality of lived experience are core principles of Discovery College West, and maintaining their integrity is essential to the programme's success. True collaboration means valuing every voice equally and ensuring that participation is meaningful, not symbolic.

A recurring challenge within youth-focused work more broadly is the risk of young people's involvement becoming performative rather than genuine. In some settings, participation is highlighted to demonstrate that young people were "included," yet their ideas are not always given the same consideration as those of adults with more established roles or longer experience. In environments where decision-making structures are more formal or well-established, it can be easy for traditional ways of working to overshadow the intention to co-produce. These situations reveal how easily power imbalances can be reinforced, even when everyone involved has good intentions. They also emphasise the ongoing need to create spaces where young people are treated as equal partners, their insights respected, and their contributions allowed to influence the direction of the work in a real and meaningful way.

Building Organisational Commitment

Developing strong, trusting relationships with local services takes time. Discovery College West has been fortunate to work in a region where Recovery Education was already well embedded, which helped open doors and create early partnerships. In other areas, however, services may be starting from scratch. Building this level of organisational understanding and commitment requires ongoing communication, patience, and shared purpose.

Measuring Impact

A final challenge lies in the absence of a standardised national tool to measure the outcomes of Recovery Education for young people. To address this, Discovery College West are leading a research initiative titled EIRE (Efficacy and Impact of Recovery Education), which aims to develop a validated measure for use across Recovery and Discovery Colleges in Ireland. This work represents an important step in demonstrating the evidence base and impact of Recovery Education nationwide.

Each of these challenges has ultimately strengthened Discovery College West, helping to shape a service that is more responsive, authentic, and grounded in real-world learning. The process of adapting, reflecting, and co-creating has been central to its growth, ensuring that Discovery College continues to evolve in ways that truly meet the needs of young people and their communities.

Why It Makes Sense to Have a Discovery College Near You

The need for accessible, relatable, and preventative mental health education has never been clearer. Discovery College offers a model that reaches young people early, before difficulties escalate, by providing a space for open conversations, shared learning, and hope.

A Model of Early Intervention and Prevention

Discovery College operates as an early intervention and prevention model, helping reduce the need for specialist services later on. Through co-produced workshops, young people learn about mental health, wellbeing, and recovery at a stage when early awareness can make the greatest difference. It offers an accessible entry point into understanding mental health, long before crisis or clinical intervention is needed.

Reducing Stigma and Normalising Conversation

For many young people, mental health can feel like an unspoken topic, something distant or "for adults." Discovery College changes that narrative. By hearing real stories from people with lived experience, young people see that recovery is possible and that mental health is a normal part of life. This approach reduces stigma from an early age, encourages openness, and helps create communities where asking for help is seen as a strength.

Familiarity, Connection and Transition

Discovery College is designed to grow with young people. Because it operates across multiple settings, schools, youth clubs, community organisations, and mental health services, it becomes a familiar presence throughout adolescence and early adulthood. This consistency helps young people build trust and connection with local service providers who often co-facilitate workshops. By the time young people reach the stage where formal support might be needed, they already know the faces, names, and approaches of those working in their community.

Empowering Through Co-Production

At its heart, Discovery College is about co-production and learning together as equals. This process empowers everyone involved: young people, family members, and professionals. It breaks down barriers between "service users" and "service providers," creating a genuine partnership where every voice holds equal weight. Young people are open and honest about their experiences, while professionals gain a deeper understanding of what truly helps and where challenges remain.

Collaboration and Amplifying Impact

The Discovery College model is flexible and highly collaborative. It can work alongside virtually any organisation that supports young people, from schools and youth services to community mental health teams and family supports. This collaborative approach doesn't compete with existing services; it enhances and amplifies them, strengthening collective impact across communities and ensuring that Recovery Education reaches as many young people as possible.

Having a Discovery College in your area means giving young people early, accessible, and relatable support around mental health. It provides a space where they can learn, talk openly, and build hope before challenges escalate. By normalising conversations and sharing lived-experience stories, it helps reduce stigma and encourages young people to seek help when they need it. Because Discovery College works across schools, youth services, and community settings, it becomes a familiar and trusted presence as young people grow. The model is flexible, collaborative, and designed to strengthen, not replace, existing services, helping communities reach more young people and support their wellbeing in a meaningful, preventative way.

Conclusion and Future Directions

The journey of the Discovery College in Ireland has shown that when young people, families, and communities come together to learn about mental health in an open, equal, and creative way, real change can happen. What began as a small pilot has evolved into a dynamic model of Recovery Education that continues to grow, adapt, and inspire. Along the way, Discovery College West has demonstrated that co-production is powerful, breaking down barriers, reducing stigma, and helping young people feel understood and connected.

As the model expands, the goal of the Discovery College in Ireland remains simple yet ambitious: to ensure that every young person in the country has access to Recovery Education that meets them where they are, speaks their language, and values their experiences. Continued collaboration with schools, youth services, families, and mental-health professionals will be essential to sustaining this progress and ensuring the approach remains inclusive and responsive to community needs.

Looking ahead, Discovery College West will continue to contribute to national conversations, research, and policy, ensuring that Recovery Education becomes an integral part of how Ireland supports young people's wellbeing. The hope is that, in time, every region will have a Discovery College, a place where learning is shared, recovery is understood, and every young person feels seen, heard, and empowered to thrive.

Other papers in the Imroc Recovery Colleges ‘Sharing Our Experience’ series

  1. Described the development of the Ontario Shores Recovery College in Canada in a largely clinical mental health services and its impact in driving forward recovery-focused practice across the whole mental health system. https://www.imroc.org/publications/the-development-of-the-ontario-shores-recovery-college?rq=Ontario

  2. Looked at innovative ways in which the Tower Hamlets Recovery College in London, England, significantly improved the extent to which it served the diverse communities in the area. https://www.imroc.org/publications/serving-diverse-communities-tower-hamlets-recovery-college?rq=Tower

  3. Explored ways in which Recovery Colleges can better be inclusive of unpaid carers and the experience of Lincolnshire Recovery College, England, in establishing courses for family carers. https://www.imroc.org/publications/ensuring-that-recovery-colleges-are-accessible-to-family-carers-lincolnshire-recovery-college?rq=carers

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