Editing Psychosis (section)

=== Systematic reform ===
Addressing systematic reform is essential to creating effective prevention as well as supporting treatments and recovery for those with psychosis.

Waghorn et al.<ref name=":4">{{Cite journal| vauthors = Waghorn G, Still M, Chant D, Whiteford H |date=2004|title=Specialised Supported Education for Australians with Psychotic Disorders |journal=Australian Journal of Social Issues|language=en|volume=39|issue=4|pages=443–458|doi=10.1002/j.1839-4655.2004.tb01193.x |doi-access=free}}</ref> suggest that education interventions can be a building block to support those with psychosis to successfully participate in society. In their study they analyse the relationship between successful education attainment and psychosis. Findings suggest proportionately more school aged persons with psychosis discontinued their education, compared to those without psychosis.<ref name=":4" />

Waghorn et al.<ref name=":4" /> finds that specialised supported education for those with psychotic disorders can help lead to successful education attainment. Additionally, future employment outcomes are relative to such education attainment. Established approaches to supported education in the US include three basic models, self-contained classrooms, onsite support model and the mobile support model. Each model includes the participation of mental health service staff or educational facility staff in the student's education arrangements.<ref name=":4" />

Potential benefits of specialised supported education found from this study include coordination with other service providers (e.g. income support, housing, etc.) to prevent disrupting education, providing specialised career counselling, development of coping skills in the academic environment.<ref name=":4" /> These examples provide beneficial ways for people with psychosis to finish studies successfully as well as counter future experiences of psychosis.<ref name=":4" />