A substantial body of research indicates an inverse relationship between social class and mental health outcomes, with lower SES groups more likely to be diagnosed with a mental health condition. Yet, the dynamics of this relationship remain unclear, as despite social mobility and mental health interventions for marginalised populations, research suggests a continuation of class-related inequality relating to accounts of mental health, indicating that this relationship cannot be explained by socioeconomic conditions alone. This study explores how class habitus, understood as the embodied and durable dispositions, tastes, and manners of acting, thinking, and feeling, acquired through classed socialisation and conditioning, operates as a key factor shaping mental health experiences. A qualitative study was conducted using semi-structured interviews with participants (N=14) from distinct social class backgrounds, producing in-depth qualitative data. Analysis was initially carried out using reflexive thematic analysis to identify key themes. A more in-depth critical discourse analysis informed by Bourdieusian and Lacanian theory was done, focusing on the role of language and key signifiers in the construction of these themes. The analysis indicated that class habitus was critical in shaping how mental health services are experienced in relation to other elements of practice, such as social fields and capital forms. This led to a conceptualising of mental health as a dialogically organised practice corresponding to a cycle of resilience, recovery, and subjectification, distributed across three levels: intra-psychological, interpersonal (social), and structural (societal/institutional). Across all analyses, these practices were organised through authoritative (Master) signifiers that structured symbolic identification and desire for recognition by the Other, binding subjects to performative ideals whose maintenance frequently entailed psychological cost. This thesis reframes how we understand the experience of mental health from an individualised defect-focused and reductive biomedical model towards a socially situated, symbolically mediated dialogical practice with implications for policy addressing clinical practice and structural inequality within mental health services.