For many students, university can be stressful, with coursework, deadlines, and exams creating constant pressure. However, for students with dyslexia, these challenges are often magnified. Research shows that university students with dyslexia experience significantly higher levels of academic anxiety than their peers. Despite this, most universities focus on practical accommodations, such as extra exam time or assistive technology, rather than addressing the emotional burden of studying with dyslexia.

A new study offers a fresh perspective, investigating whether a simple cognitive-behavioural strategy—cognitive reappraisal—could help dyslexic students manage their anxiety. Cognitive reappraisal involves changing how we interpret stressful situations to reduce negative emotions. But does it work equally well for students with dyslexia?

Testing a Simple Strategy for Anxiety Reduction

To explore this question, we presented university students (54 with dyslexia and 51 without) with realistic academic scenarios—such as struggling with an exam question or misunderstanding an assignment. The students were asked to rate their anxiety levels in response to these situations.

Next, they were introduced to cognitive reappraisal. Instead of focusing on stress, they were encouraged to reinterpret the situation in a more positive or neutral way. For example, if they were anxious about a difficult exam question, they might think: “This is just one question; I can focus on the ones I know first.”

Does Cognitive Reappraisal Work for Students with Dyslexia?

The results were promising: All students, regardless of whether they had dyslexia or not, experienced a significant reduction in anxiety when using cognitive reappraisal. This confirms that the strategy can be an effective way to manage ss in academic settings.

However, researchers expected that students with dyslexia—who experience higher baseline anxiety—would benefit even more from this intervention. Surprisingly, this was not the case: Students with and without dyslexia showed similar levels of improvement.

Implications for Universities: Beyond Academic Adjustments

This study highlights the need for universities to address the emotional impact of dyslexia, not just the academic challenges. While accommodations like extra exam time are helpful, universities should also integrate emotional regulation strategies into their support programs.

Possible solutions include:

• Offering workshops on cognitive reappraisal and other emotional regulation techniques.
• Providing mental health support tailored to the needs of dyslexic students.
• Encouraging peer support groups to help students share strategies and experiences.

Looking Ahead: Supporting Student Well-Being

Cognitive reappraisal is a promising, accessible strategy for reducing academic anxiety, but it should be just one part of a broader approach. Future research should explore how to integrate emotional regulation training into university support services to provide lasting benefits for students with dyslexia.

By recognising that dyslexia affects more than just reading, we can help students thrive academically and emotionally.