Reining it in: From Reflexive to Intentional Instructor Self-Disclosure

Authors

• Rona Miles, Brooklyn College CUNYFollow
• Alla Chavarga, Touro UniversityFollow
• Chelsea Blaney, Brookln College CUNYFollow

Abstract

Instructor self-disclosure is often promoted as a means of humanizing the classroom environment and improving learning outcomes. Though disclosure has the potential to be highly beneficial, it also carries a risk to students and learning that is often overlooked. This paper presents a point-for-departure perspective that instructor self-disclosure should be approached with far greater caution than most educators consider. We argue that disclosures should occur only when they are justified with a clear pedagogical purpose. Casual or spontaneous disclosures, by contrast, carry sufficient potential for unintended harm such that their risks outweigh presumed benefits to classroom rapport and learning outcomes. Drawing on prior education research, we propose a framework of explicit guidelines for responsible instructor self-disclosure and illustrate their application through classroom vignettes. We encourage educators to adopt a more intentional practice of disclosing so that its risks can be minimized for the well-being of students and their learning experience.

Recommended Citation

Miles, Rona; Chavarga, Alla; and Blaney, Chelsea (2026) "Reining it in: From Reflexive to Intentional Instructor Self-Disclosure," Essays in Education: Vol. 32: Iss. 2, Article 4.
Available at: https://openriver.winona.edu/eie/vol32/iss2/4

Primary Author Bio Sketch

Rona Miles, Psy.D. is an Associate Professor of Psychology and the Deputy Director of the Graduate Program in Mental Health Counseling at Brooklyn College/CUNY. Her research programs focus on mental health literacy in the college population and effective educational practice in higher education. 

Secondary Author Bio Sketch

Alla Chavarga, Ph.D. is an Assistant Professor and Research Coordinator in the School of Health Sciences at Touro University New York. Her specific research interests are research literacy and STEM pedagogy in higher education.