Table 2.

Components (n = 12) of the RECOLLECT Checklist and RECOLLECT Fidelity Measure.

Nonmodifiable Components	Description
1. Valuing Equality	Relationships between all students, peer trainers, nonpeer trainers, and other staff are nondiscriminatory and respectful of diversity. No one is judged or treated differently because of their background or mental health difficulties, and everyone’s contribution is equally valued.
2. Learning	Recovery Colleges follow an adult education approach whereby students and trainers collaborate and learn from each other by sharing experiences, knowledge, and skills. Students have responsibility for their learning and learn through interactive and reflective exercises. Students gain self-awareness, understanding of their difficulties, and practical, relevant self-management skills. Students choose courses that best suit their interests and aspirations.
3. Tailored to the Student	Recovery Colleges do not offer a one-size-fits-all experience. Students’ individual needs are actively enquired about and accommodated during courses (e.g., personalized handouts, translated text, materials adapted for learning difficulties). Their needs outside the course are also accommodated (e.g., buddy service, transport help, individual learning plans).
4. Coproduction of the Recovery College	People with lived experience (peer trainers and students) are brought together with staff and professional/subject experts to design and deliver all aspects of the Recovery College. This includes collaborative decision making about the prospectus, courses, college policies, staff recruitment, advertising, and so on, as well as the codesign and codelivery of all courses by a peer and nonpeer trainer.
5. Social Connectedness	The culture and the physical environment of the college provide students with opportunities to develop informal, meaningful connections with others. The learning space is relaxed (e.g., nonclinical chair layout, access to drinks facilities, shared spaces for socializing). Trainers recognize and cater for students’ social needs (e.g., organizing exercises and breaks for chatting, sharing experiences and developing friendships).
6. Community Focus	Recovery Colleges engage with community organizations (e.g., mental health charities, artistic/sporting groups) and Further Education colleges to coproduce relevant courses. The college provides students with information, handouts, and events that support students’ pathways into valued activities, roles, relationships, and support in the community.
7. Commitment to Recovery	Recovery Colleges are passionate places where staff talk with conviction and enthusiasm about the service and are dedicated to students’ recovery. There is a tangible energy to the college and its activity and an expression of shared values about the recovery principles on which the college is based.
Modifiable components	Type 1 vs type 2
8. Available to All	Only minimal restrictions (e.g., aged 18+) vs limited to specific groups (e.g., mental health service users, staff and family members).
9. Location	In a community location not connected with services vs in a location shared with services.
10. Distinctiveness of Course Content	Any topic can be offered as a course vs only topics not available in mainstream adult education settings are offered.
11. Strengths Based	The focus on strengths (not problems) is implicit vs explicit.
12. Progressive	The focus is on ‘being’ and ‘becoming’ (not on goal setting) vs the focus is on ‘becoming’.

RECOLLECT, Recovery Colleges Characterisation and Testing.