Self-disclosure of mental illness in the college classroom: the role of stigma and avoidance

Abstract

Many college students identify having a mental health condition, yet students may be ambivalent about self-disclosing their mental health. While stigma and self-disclosure have been examined in research, personal factors may also impact self-disclosure behaviors. The present study examined 150 U.S. college students with a self-identified mental health condition. Research aimed to predict classmate self-disclosure by stigma, avoidance beliefs, and the interaction of these variables. Multiple regression analysis found a significant interaction effect, whereby stigma was negatively associated with self-disclosure only under conditions of low avoidance. Implications suggest that self-disclosure interventions target stigma and avoidance beliefs to encourage greater self-disclosure.