In structuring and providing leadership for learning community programs, learning community coordinators must address myriad issues and situations in order to create an experience that aids student learning and success. All types of students participate in learning communities, including students with psychiatric/psychological disabilities; however, learning community coordinators may not proactively consider ways of addressing the needs of this particular student population. This qualitative study explored the experiences of learning community coordinators working with students with psychiatric/psychological disabilities within the specific context of the learning community and sought to identify successes, challenges, and recommendations for working with these students. Participants highlighted the value of student self-disclosure, the benefits of utilizing peer mentors, colleague challenges, successes they experienced working with students with psychiatric/psychological disabilities, and recommendations for other learning community coordinators
