Humour as a Mediator of Academic Anxiety among Students with Learning Disabilities: A Thematic Analysis

Abstract

Elevated academic anxiety is common among students with learning difficulties (LD), which negatively affects their learning outcomes, involvement, and confidence. Although therapies have traditionally focused on cognitive rehabilitation, emotional aspects have received insufficient attention. To explore whether humour may serve as a mediating mechanism in reducing academic anxiety among students with LD, this study employs a thematic literature analysis of 26 national and international studies published between 2011 and 2025. The review summarises findings from experimental, qualitative, and intervention-based research using a purposeful, concept-driven selection method. Three interconnected themes emerged through inductive thematic analysis: (1) Humour as a mechanism for social facilitation; (2) humour as a facilitator of engagement and self-confidence; and (3) humour as an emotional regulator. According to the research, humour functions as a multifaceted mediating tool that lowers emotional barriers, encourages inclusive participation, and redefines challenging academic situations. In practice, the study highlights humour-informed interventions as accessible strategies for improving emotional well-being, engagement, and inclusive classroom environments. Conceptually, it positions humour as a bridge linking learning difficulties with academic anxiety.