University students with dyslexia face significant academic anxiety, but a new study suggests that cognitive reappraisal, a technique used in cognitive behavioural therapy, could provide a simple yet effective solution. Researchers found that students with dyslexia experience higher levels of academic anxiety compared to their peers, particularly in challenging academic situations. But when students applied cognitive reappraisal strategies, their anxiety was significantly reduced. The findings were published in the journal Mind, Brain and Education.
The study involved 105 undergraduate students, including 54 with dyslexia, who were presented with academic scenarios designed to provoke anxiety. The participants rated their anxiety levels before and after using cognitive reappraisal, which involves reinterpreting stressful situations in a more positive or neutral way. The results showed that students with dyslexia reported higher anxiety levels in academic settings, but when instructed to use cognitive reappraisal, they experienced a notable reduction in anxiety.
Dyslexia, a learning difficulty that affects reading, spelling, and writing, has long been linked to academic challenges. While universities offer accommodations such as extended exam time, there is less emphasis on the emotional and psychological aspects of learning difficulties. Previous research has highlighted that students with dyslexia often struggle with low self-esteem, increased stress, and difficulties in managing academic pressure. This latest study underscores the need for universities to provide emotional support alongside academic adjustments.
The findings suggest that cognitive reappraisal can be a useful tool for students with dyslexia and could be incorporated into university support services. Although both students with and without dyslexia benefited from the technique, the study did not find a greater benefit for students with dyslexia compared to their neurotypical peers. This indicates that while cognitive reappraisal is effective, additional interventions may be necessary to fully support students with dyslexia in managing their academic anxiety.
The researchers emphasise that university services should go beyond academic adjustments and provide psychological support to students with dyslexia. Cognitive reappraisal could be integrated into mental health services or embedded within study skills workshops. Universities could also develop online resources and self-help materials that teach students how to use this technique in everyday academic situations. Providing structured emotional support could help students with dyslexia develop resilience and improve their overall university experience.
Despite its promising findings, the study has some limitations. The researchers noted that the effect of cognitive reappraisal was measured in a controlled setting, meaning its long-term benefits in real-world academic environments remain unclear. Future research should explore how cognitive reappraisal could be incorporated into structured interventions and whether sustained use of this technique can provide lasting benefits for students with dyslexia.
