Published online Nov 19, 2024. doi: 10.5498/wjp.v14.i11.1681
Revised: September 6, 2024
Accepted: October 10, 2024
Published online: November 19, 2024
Processing time: 166 Days and 21.3 Hours
Neurodiverse students frequently encounter distinct challenges that can adversely affect their mental well-being. This research aimed to investigate emotional distress, depression, and anxiety among neurodiverse students, examine the inter
To address the problem of lack of data pointed out in the neurodiversity research in Nigeria, this study aims to examine the emotional distress, depression, and anxiety in neurodiverse students.
A cross-sectional study was carried out involving 200 neurodiverse students in Nigeria. Participants filled out self-report questionnaires that measured emotional distress (Brief Emotional Distress Scale for Youth), depression (Center for Epi
Anxiety was found to have the highest prevalence (mean = 68.8), followed by depression (mean = 34.2) and emotional distress (mean = 26.3). Significant positive correlations were identified among all three mental health factors, with the strongest correlation observed between depression and anxiety (rho = 0.492, P < 0.001). Moderate evidence indicated gender differences in emotional distress (BF10 = 2.448). The interaction between educational environment and diagnosis had a significant effect on emotional distress (F = 3.106, P = 0.017). Kruskal-Wallis tests indicated significant variations in anxiety levels across different educational settings (P = 0.002), although post-hoc comparisons did not reveal significant differences among specific settings.
This research emphasizes the prevalence of mental health challenges among neurodiverse students, particularly concerning anxiety. The intricate relationships among emotional distress, depression, and anxiety highlight the necessity for thorough mental health support. The impact of educational settings and diagnoses on mental health outcomes stresses the importance of customized interventions. These findings are significant for educators, mental health professionals, and policymakers in formulating targeted support strategies for neurodiverse students.
Core Tip: This cross-sectional study involving 200 neurodiverse students in Nigeria indicates a notable prevalence of anxiety, followed by depression and emotional distress. The study identified significant positive correlations among these mental health issues, with the most pronounced relationship observed between depression and anxiety. Gender disparities were noted in emotional distress, and the interplay between educational environment and diagnosis had a significant impact on levels of emotional distress. Variations in anxiety levels were also evident across different educational settings. These results emphasize the intricate mental health requirements of neurodiverse students and highlight the necessity for customized interventions that take into account individual diagnoses, educational setting, and gender. The findings offer essential insights for educators, mental health professionals, and policymakers in formulating targeted support strategies for this demographic.