Graduation Year
2026
Date of Defense
3-6-2026
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Sean Horan
Abstract
The purpose of this study was to identify factors influencing undergraduate students’ disclosure to academic assistant deans. Effective student support depends on understanding why students share personal or academic challenges, enabling institutions to develop programs that meet their needs. Assistant deans play a critical role in connecting students with resources, yet the factors contributing to student disclosure remain largely unexamined. Guided by social penetration theory, communication privacy management theory, and rhetorical/relational goal theory, this mixed-methods study collected survey and interview data from students and assistant deans. Student responses indicated that the top factors influencing non-academic disclosure were assistant deans’ communication style, personality traits, perceived ability to provide support, trust, and belief that sharing would aid academic success. The most common disclosure topics were work/school balance, mental health challenges, concerns about the academic future, financial issues, and roommate conflicts. Assistant deans reported relying on prior experience and informal resources, such as a CARE team and institutional retreats, but noted limited formal training and a need for professional development in trauma-informed and mental health–related communication. Their perceptions of why students disclose mostly aligned with student-reported factors, emphasizing their position, office space, rapport, personality, and active listening. Despite study limitations, these findings provide critical insight into students’ complex experiences and the pivotal role of assistant deans.