Many students in higher education have cognitive problems  -often due to psychiatric problems- which hinders them in successfully functioning at school. These students are therefore at risk of early school leaving which reduces the chances of employment later on in life, leading to decreased social participation of these students. A cognitive remediation intervention (CR) that focuses on school participation may therefore increase educational and social inclusion. Yet, this type of cognitive intervention is not available in higher education in the Netherlands.
The aim of this project is to develop, pilot and evaluate an individually  tailored, innovative CR-intervention for educational professionals at the Hanze University for Applied Sciences (UAS) to support students with cognitive problems in order to enhance their study success.
At least ten educational professionals of the Hanze UAS will provide the CR-intervention to at least 25 students with cognitive problems that interfere with their ability to participate in higher professional education (Hbo).
An intervention research method will be used focusing on developing, piloting and evaluating the feasibility and applicability of the CR-intervention. To evaluate the intervention on feasibility, applicability and experiences with the intervention, both educational professionals and students will be interviewed and will fill out some evaluation forms. Besides, a checklist will be filled in by the professionals to measure the model fidelity. To test the effect of the CR-intervention, measurements of school functioning, school satisfaction, strategy use, cognitive functioning, and early school leaving will be used.