Impacts of lifelong learning upon emotional resilience, psychological and mental health: fieldwork evidence

This paper presents findings from a fieldwork study concerning the impacts of learning upon health. In-depth biographical interviews were conducted with 145 adults about the effects of learning throughout their lives. In addition, 12 group interviews were conducted with practitioners about their perceptions of the effects of learning upon their students. Participation in lifelong learning had effects upon a range of health outcomes; well-being, protection and recovery from mental health difficulties, and the capacity to cope with potentially stress-inducing circumstances including the onset and progression of chronic illness and disability. These effects were mediated by relatively immediate impacts of learning upon psychosocial qualities; self-esteem, self-efficacy, a sense of purpose and hope, competences, and social integration. Learning developed these psychosocial qualities through extending boundaries, a process which is quintessential to learning. However, not all educational experiences had positive effects upon health outcomes. Provision that generated positive health outcomes matched the interests, strengths and needs of the learner. Provision differed in terms of levels of support and challenge, the type and mix of students, and level and content. The interests, strengths and needs of each learner were unique and determined by their background and current circumstances, which include the stage in their life course when they participate in learning.