Prevalence and factors associated with depression, anxiety, and stress symptoms among the students in Bangladesh

Abstract

Abstract Background: The prevalence of mental illness is increasing among all age groups worldwide. Students are more likely to develop mental disorders due to exam pressure and other education-related affairs. This study aims to evaluate prevalence and associated factors of depressive, anxiety, and stress symptoms among students in Bangladesh. Methods: The study was designed as a face-to-face, cross-sectional, questionnaire-based survey conducted across Bangladesh. Participants’ sociodemographic profiles were documented using a pre-designed, structured questionnaire. The depression anxiety and stress scale-21 (DASS-21) was utilized to categorize the students into different levels of mental health status. Data were collected from 700 students aged between 12 and 30. Descriptive statistics, Chi-square (χ²) or Likelihood-ratio tests, and univariable and multivariable logistic regression analyses were performed to examine associations between sociodemographic factors and symptoms of depression, anxiety, and stress. Results: The prevalence of depression, anxiety, and stress symptoms were estimated at 44.9%, 50.7%, and 29.4%, respectively, among the students. According to this study, higher odds of depressive symptoms were associated with females (adjusted odds ratio (OR)= 1.496; 95% CI: 1.047-2.138; p=0.027) and undergraduates (OR=1.616; 95% CI: 1.018-2.567; p=0.042) whereas higher odds of anxiety symptoms were associated with females (adjusted OR=2.491; 95% CI: 1.733-3.580; p<0.001) and smokers (adjusted OR=1.748; 95% CI: 1.051-2.908; p=0.031). Moreover, females (adjusted OR=1.607; 95% CI: 1.081-2.388; p=0.019) and smokers (adjusted OR=1.935; 95% CI: 1.134-3.301; p=0.015) showed higher odds of experiencing stress symptoms. Conclusions: A high prevalence of depression, anxiety, and stress symptoms was observed among Bangladeshi students. These findings highlight the need for targeted mental health interventions and supportive policies to address students’ psychological well-being.Further studies are recommended to assess the associated factors and find precise interventional approaches.