Effects of Simulated Therapeutic Laughter on Positive Mental Health Among University Students: A Randomized Pretest–Posttest Controlled Study

Abstract

Background: Positive mental health is an important component of psychological well-being among university students. Despite increasing interest in low-cost and accessible mental health promotion strategies, limited research has examined the effectiveness of simulated therapeutic laughter for enhancing positive mental health in university populations.

Objective: This study examined the effect of a structured simulated therapeutic laughter intervention on positive mental health among university students.

Methods: A randomized pretest–posttest controlled study was conducted at Foundation University, Pakistan, between April and July 2021. Sixty undergraduate students aged 20–30 years were randomly assigned to either a Simulated Therapeutic Laughter (STL) group (n = 30) or a no-intervention control group (n = 30). The intervention consisted of four 20-minute group sessions delivered over four consecutive weeks and included warm-up activities, rhythmic clapping, breathing exercises, simulated laughter, interactive group laughter, and relaxation exercises. Positive mental health was assessed using the Positive Mental Health Scale (PMH). Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA).

Results: Baseline positive mental health scores did not differ significantly between groups. Following the intervention, participants in the STL group demonstrated higher positive mental health scores (M = 39.15, SD = 2.30) than participants in the control group (M = 20.60, SD = 8.30). ANCOVA revealed a significant group effect after controlling for baseline scores, F(1, 57) = 23.87, p < .001, partial η² = .45, indicating a large effect. Participants receiving the STL intervention showed a mean increase of 9.62 points in positive mental health, whereas the control group demonstrated a mean decline of 9.60 points.

Conclusion: Simulated therapeutic laughter was associated with improved positive mental health among university students. These findings suggest that structured laughter-based interventions may represent a feasible and low-cost approach for promoting psychological well-being in higher education settings. Further research using larger and more diverse samples with longer follow-up periods is warranted.