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An Australian project investigated the needs of students with mental health impairments in vocational education and training (VET) and how well these needs were addressed. The research consisted of a literature survey, approximately 100 qualitative interviews, 15 focus groups, and 371 surveys of VET and higher education staff and students. Main impairments identified were in the perceptual, cognitive, affective, behavioural, and interpersonal domains. Lack of physical stamina or periods of hospitalisation also interfered with academic success. Other major barriers were students' fear of stigma, and negative attitudes from staff and other students. Many students chose not to disclose their condition. Staff also identified difficulty in responding to and assisting students with complex issues. Impairments in functioning impact on learning, motivation, interpersonal relations and general well-being on campus. To comply with the Disability Discrimination Act and diversity policies of VET institutions, various assistance strategies and accommodations were proposed to overcome impairments and address barriers, such as individual case co-ordination, tailored interventions, empathic support, bridging programs, and staff training. Training, policy and system recommendations were also made. A coordinated approach is preferable, such as supported education programs and a central resource centre.