Joy in the academic environment in the narrative of students with special educational needs due to health conditions

Social inclusion in the academic environment assumes equal access not only to education but, above all, to shared and authentic participation in a group of other people: teachers, university staff, and fellow students. Interpersonal relationships forming in academic social situations are based on experiencing a wide range of emotions, feelings, and phenomena – both positive and negative. The aim of this article is to explore the phenomenon of experiencing joy in university life by students with special educational needs due to health conditions. The research was conducted in the period of January – February 2025. A qualitative research model was adopted, using multiple case studies. The study involved 4 students with special educational needs due to health conditions. The tool used in the study was a structured interview, containing questions related to the definition of joy and the experience of joy in both private and academic life.