From Hesitation to Help-Seeking: The Role of Faculty Communication and Expectancy Violations in Shaping Student Disclosure

This study investigates how college students’ expectations of faculty communication, shaped by positive and negative expectancy violations, influence their willingness to disclose personal or academic challenges. Using Expectancy Violation Theory (EVT) as a framework, the research highlights how faculty behaviors, including empathy, accessibility, and responsiveness, can create supportive environments that foster trust and open communication. Data from a qualitative survey of undergraduate students reveal the critical role of past interactions, perceptions of faculty approachability, and emotional calculus in disclosure decisions. The findings offer theoretical contributions to EVT by illustrating its application in educational contexts and practical implications for fostering faculty-student relationships that enhance student well-being and academic success. This study provides actionable insights for educators and administrators seeking to reduce student stress and promote engagement through effective communication strategies. Keywords: Expectancy Violation Theory, Faculty-Student Communication, Student Stress, Disclosure