Reciprocal Disclosures: How Postsecondary Instructors Who Are Public About Mental Illness and Neurodivergence Experience Student Disclosures of Personal Challenges

Studies suggest students are more likely to disclose personal challenges to postsecondary instructors who are public about living with mental illness and/or neurodivergence. This study explored how six postsecondary instructors who live openly with mental illness and/or neurodivergence in Western Canada experienced students’ disclosures of personal challenges. Data from reflective narratives, focus group interviews, and open-ended questionnaires revealed that students’ revelations impose substantial demands on instructors living with mental illness and/or neurodivergence, placing them at risk of compassion fatigue, vicarious trauma, and burnout. However, receiving and responding to students’ disclosures also proved professionally and personally rewarding.