ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

COMMON MENTAL DISORDERS AMONG HEALTHCARE STUDENTS

Flávia Ferreira Santana1

Edna de Freitas Gomes Ruas2

Priscila Regina Queiroz3

Josiane Steil Siewert4

Jaqueline D`Paula Ribeiro Vieira Torres5

Silvério de Almeida Souza Torres6

Geraldo Batista Antunes Junior7

Eduardo Ferreira Moura Ribeiro8

Amanda de Andrade Costa9

Gizelle Coelho Azevedo10

Daniella Fagundes Souto11

Elaine Cristina Santos Alves12

Priscilla Loreddany Santos Queiroz e Silva13

Gabriela Boaventura Silva14

Dinariam Gonçalves Silva15

1 Paulista University.

2 Montes Claros State University

3 Montes Claros State University

4 University Center of Northern Minas Gerais

5 Montes Claros State University

6 Montes Claros State University

7 University Center of Northern Minas Gerais

8 Faculty of Health and Humanities Ibituruna

9 Montes Claros State University

10 Santa Cruz State University.

11 Montes Claros State University

12 Montes Claros State University

13 Montes Claros State University

14 Faculty of Health and Humanities Ibituruna.

15 University Center of Northern Minas Gerais

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

Daniela Oliveira Lima Magalhães16

Yanca Curty Ribeiro Christoff Ornelas17

Abstract: The present study aimed to evaluate the factors associated with mental disorders among

health area students. An integrative literature review was conducted, analyzing articles retrieved from

the secondary databases Virtual Health Library, Latin American and Caribbean Literature in Health

Sciences, Scientic Electronic Library Online, and Online System for Search and Analysis of Medical

Literature using the descriptors common mental disorders; student; and university. The assessment

of factors associated with mental disorders among health science students highlights that academic

training in these courses is permeated by a level of stress that exceeds the limits of healthy adaptation;

the study showed that the prevalence of symptoms of anxiety, depression, and sleep disorders is

intrinsically linked to a combination of institutional and psychosocial factors, with particular emphasis

on excessive workload, academic competitiveness, and early exposure to suffering and death. To

reverse the identied scenario, it is imperative that higher education institutions go beyond a purely

technical focus and implement robust psychopedagogical support policies, support groups, and a

review of the curriculum structure.

Keywords: common mental disorders; student; university.

16 Montes Claros State University

17 Montes Claros State University

INTRODUCTION

The academic environment is a space of projects and dreams, but it also brings with it a lot of

pressure, sleepless nights, stress, and frustrations. In this context, along with other factors in personal

life, university students become vulnerable and face the daily duality of achieving success versus the

uncertainty of their professional future. The demands for productivity, excessive activities, and course

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

progression demonstrate insecurity, sadness, and exhaustion, in addition to the need to meet academic

demands, those of colleagues, society, and themselves (Costa et al., 2010).

One consequence of this situation is the increased prevalence of Common Mental Disorders

(CMD) and the use of psychotropic drugs in this population. CMD, known as minor psychiatric

disorders or non-psychotic mental disorders, is a health condition that does not meet sufcient formal

criteria for diagnoses of depression and/or anxiety according to the classications of the Diagnostic

and Statistical Manual of Mental Disorders – 5th edition (DSM-V) and the International Classication

of Diseases – 11th revision, but it can impair quality of life (ICD-11). Common mental disorders

(CMD), also called minor mental disorders, are the most frequent and least severe among mental

disorders, being associated with signicant mental suffering, difculties in relationships, and loss of

quality of life (Costa et al., 2010).

Studies suggest that mental health disorders (MTDs) affect 9% to 12% of the world’s

population. There is no research presenting the prevalence rates of mental health problems at the

national level, but it is estimated that the prevalence of MCDs in Brazil is 12% to 15% across all age

groups (Fiorotti). et al., 2010; Grether et al., 2019).

Given that health science students are preparing to deal with human lives, it is important

to better understand the psychological conditions of these students. It is necessary to investigate the

causes and propose solutions, resulting in the relief of the psychological suffering they face, a decrease

in cases of mental health disorders, suicide, and course dropouts, because the earlier the diagnosis,

the better the prognosis, providing a better quality of life in the academic and professional setting

(Graner; Cerchiari, 2017).

The loss of mental health is related to decreased student productivity, greater difculty in

relationships, and mental suffering (Carvalho et al., 2021). In this sense, medical schools must have

the capacity to care for, respect, listen to, and help medical students develop mechanisms to cope with

the pressure they will be subjected to in their academic and professional lives, providing them with

psychological and pedagogical support (WHO, 2022). Therefore, this study sought to evaluate the

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

factors associated with common mental disorders among university students in the health eld.

METHODS

An integrative literature review was conducted. This approach was adopted because it allows

for the combination of data from investigative and theoretical research, which can thus be directed

towards conceptualizations, recording gaps in research areas, theoretical review, and methodological

analysis of studies on a specic subject, allowing for literature analysis (Ercole; Melo; Alcoforado,

2014).

In this sense, six interdependent and interrelated phases were considered: elaboration of

the guiding question, literature search or sampling, data collection, critical analysis of the included

studies, discussion of the results, and presentation of the integrative review. The guiding question was

dened as: What factors are associated with common mental disorders among university students in

the health eld? (Souza; Silva; Carvalho, 2010).

The collection of studies was carried out through electronic searches in the following

databases available in the Virtual Health Library (BVS), Latin American and Caribbean Literature in

Health Sciences (LILACS), the Scientic Electronic Library Online (SciELO) and Medical Literature

Analysis (MEDLINE).

Inclusion criteria included full articles available electronically, in Portuguese, English, or

Spanish, and that addressed the proposed theme in the title, abstract, or keywords. Ineligibility criteria

considered letters to the editor, editorials, duplicate articles, and those that did not unequivocally

address the subject matter of the study.

The study review was conducted between May and July 2026. The Health Sciences Descriptors

(DeCS), retrieved from the website https://decs.bvsalud.org/, were used as research strategies. The

keywords were common mental disorders; student and university. Boolean operators were used to

rene the search and better select the data for analysis.andfor combining the selected descriptors.

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

For data collection, an instrument validated by Ursi was developed. (2005) for

integrative reviews, including the following categories of analysis: identication code, publication

title, author and author’s background, source, year of publication, type of study, region where the

research was conducted, and the database in which the article was published. After selecting the

articles, the information to be extracted from the studies was dened. To facilitate the retrieval of

information, a database developed in was used.software Microsoft Ofce ExcelThe data from 2010

were composed of the following variables: article title, year of publication, study design, and main

outcomes. The data obtained were grouped into a table and thematic approaches and interpreted

according to specic literature.

RESULTS

Fifteen studies that met the eligibility criteria were included in this review; the titles, methods,

and main outcomes of the analyzed studies are described in the table below (Table 1).

Table 1. Studies included in the review and the characteristics evaluated.

Article Title Study Objective Main Results / Associated Factors

Prevalence of common

mental disorders in university

students in the health eld.

To identify the frequency

of anxiety and depression

symptoms in different

health courses.

The prevalence was found to be greater

than 40%, with higher rates among

nursing and medical students.

Factors associated with

stress and anxiety in medical

students

To analyze the specic

triggers of mental

distress within the

medical academic

environment.

Excessive working hours, early exposure

to death, and pressure to perform were

the main factors.

Quality of life and mental

health of nursing students: a

cross-sectional study.

To assess the relationship

between lifestyle and the

development of mental

disorders.

The study linked sleep deprivation and

lack of leisure time to an increase in

depressive symptoms.

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

Burnout syndrome and

associated factors in dental

undergraduates.

To investigate academic

burnout in students

undertaking clinical

practice.

Clinical stress (patient care) and

concern about the future job market

were determining factors.

Suicidal ideation and self-

harming behaviors in students

of health sciences courses.

To identify the prevalence

of suicidal thoughts

and their relationship to

social support.

He revealed that the absence of family

support and a history of substance abuse

increase the risk of ideation.

The impact of the COVID-19

pandemic on the mental health

of students in the health eld.

To analyze how

the interruption of

classes and the fear of

contamination affected

well-being.

An acute increase in levels of

generalized anxiety and post-traumatic

stress disorder was observed.

Use of psychoactive substances

and mental health among

university health students.

To investigate the

correlation between

alcohol/drug use and

mental disorders.

The use of stimulants for studying

(nootropics) has been associated with

episodes of insomnia and panic attacks.

Eating disorders and body

image in nutrition and physical

education students

To investigate the

vulnerability of specic

courses for body image

disorders.

Nutrition students showed a higher

prevalence of orthorexic behaviors and

body dissatisfaction.

Relationship between physical

activity level and mental

disorders in health sciences

university students.

To assess whether a

sedentary lifestyle

contributes to

the worsening of

psychopathological

symptoms.

Regular exercise has proven to be a

robust protective factor against academic

stress.

Association between academic

performance and prevalence

of depression in health science

students.

To determine whether

low grades are a cause or

a consequence of mental

disorders.

A vicious cycle was identied: depression

impairs concentration, and academic

failure deepens the depression.

Mental health and religiosity/

spirituality in medical students

To analyze whether

spirituality acts as a

factor in resilience.

Students with active spiritual practices

reported lower levels of anxiety and

greater life satisfaction.

Psychosocial factors and

sleep quality in physiotherapy

students

To investigate the

relationship between

sleep hygiene and mental

health.

Poor sleep quality was the strongest

predictor of the development of

irritability and chronic fatigue.

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

Prejudice and stigma

regarding mental health among

psychology and medical

students.

To assess whether

technical knowledge

reduces the stigma

surrounding one’s own

illness.

Surprisingly, many students avoid

seeking help for fear of being judged as

“unt” for the profession.

Violence and harassment

in the academic health

environment and its mental

health repercussions.

To investigate the impact

of abuse committed by

teachers or supervisors

on student health.

Workplace harassment in hospital

inpatient settings has been directly

correlated with episodes of major

depression.

Gender differences in the

prevalence of mental disorders

among health science students.

To analyze whether

female health students

experience more

psychological pressure.

Women reported higher levels of anxiety

symptoms, often linked to the double

burden of work and social pressures.

Source: study data.

DISCUSSION

This study evaluated the factors associated with mental disorders among students in the

health eld. In this sense, the prevalence of common mental disorders, such as anxiety and depression,

among health students is intrinsically linked to a curricular structure that prioritizes the accumulation

of technical knowledge to the detriment of preserving the biopsychosocial health of the student. This

culture of sacrice, in which sleep deprivation and social isolation are seen as necessary rites of

passage for professional training, acts as a chronic stressor that weakens the student’s psychic defenses,

making them vulnerable to premature burnout and feelings of intellectual inadequacy (Carvalho et

al., 2021).

The insertion of students into practical settings exposes young people to ethical dilemmas

and the suffering of others even before they have developed the emotional maturity to deal with such

experiences; the lack of institutional spaces to address these anxieties leads students to adopt defense

mechanisms, such as depersonalization and emotional detachment. This institutionalized emotional

paradigm not only harms the future professional-patient relationship, but is directly correlated with

an increase in episodes of post-traumatic stress disorder and suicidal ideation during the internship or

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

placement period (Graner; Cerchiari, 2017).

The rigid and sometimes authoritarian hierarchical structure of health education institutions

favors the occurrence of episodes of moral harassment; the fear of reprisals and the dependence

on subjective evaluations in practice elds silence the student in the face of psychological abuse,

creating a toxic environment. This toxic organizational climate is one of the main determinants for

the development of mental disorders even during undergraduate studies, deconstructing the student’s

intrinsic motivation and replacing it with a state of constant vigilance and anxiety (Pacheco et al.,

2017).

Factors associated with mental illness also extend to the socioeconomic dimension,

where pressure for high academic performance is exacerbated by fear of professional failure and

competitiveness. For students in vulnerable situations, higher education becomes a eld of survival,

where performance anxiety is fueled by a lack of nancial and family support. This disparity in

internal and external resources creates an environment of psychological inequality, where academic

success is often achieved at the cost of mental health (Costa et al., 2010).

Furthermore, the use of disruptive substances and coping mechanisms are associated factors;

the recourse to the abusive use of psychoactive substances—both stimulants to increase performance

and benzodiazepines to induce sleep—reveals a desperate attempt at pharmacological stress

regulation. This self-medication, common among those who possess knowledge about drugs, masks

the symptoms of underlying mental disorders and delays the search for professional help. The irony

lies in the fact that the future health promoter uses self-destructive methods to meet the demands

of an education system that neglects their well-being, perpetuating a cycle of dependence and silent

suffering (Costa et al., 2010).

The prevalence of non-prescribed use of psychostimulants among health science students

reveals a dysfunctional attempt to adapt to cognitive demands. In seeking articially enhanced

performance and delayed fatigue, students ignore the physiological limits of their own bodies,

establishing a relationship of pharmacological dependence that masks underlying mental illness. This

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

behavior not only predisposes individuals to anxiety disorders and chronic insomnia, but also signals

an ethical failure in the education system, which prioritizes immediate productivity over the health

and safety of future professionals (Fiorotti et al., 2010).

Progressive social isolation, imposed by a routine that consumes almost all of a student’s

useful time, is a critical risk factor for major depression. By distancing themselves from family

and friendship circles outside of their health, students lose their main mechanisms for emotional

regulation and affective support. Life begins to revolve exclusively around the hospital and academic

environment, which limits the individual’s worldview and intensies feelings of loneliness. Without

the safety net of these support networks, any academic failure is perceived as an existential tragedy,

potentially exacerbating depressive crises and suicidal ideation (Santos et al., 2018).

There is a paradox in which health students, although studying the human mind, feel

prevented from admitting their own suffering for fear of being judged as unt for the profession; the

internalized stigma surrounding mental illness acts as the nal barrier preventing early diagnosis and

treatment. In the academic imagination of health, the caregiver must be invulnerable, and admitting

an illness is often interpreted as a weakness of character or unpreparedness for clinical practice. This

silencing, enforced by institutional culture, pushes the student into isolation, consolidating cases of

major depression that could be mitigated if there were a mental health policy that treated the student

not as a learning machine, but as a human being in formation (Lima et al., 2016).

Finally, reversing the trend of mental illness among health science students requires a profound

curricular reform that goes beyond simply reducing teaching hours and achieves the integration of

mental health care as a cross-cutting axis of training.

CONCLUSION

An assessment of the factors associated with mental health disorders among students in the

health eld leads to the conclusion that academic training in these courses is permeated by a stress

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

load that exceeds the limits of healthy adaptation. The study showed that the prevalence of symptoms

of anxiety, depression, and sleep disorders is intrinsically linked to a combination of institutional and

psychosocial factors, notably excessive workload, academic competitiveness, and early exposure to

suffering and death.

The main difculties lie in the neglect of self-care in favor of excellent technical performance,

often reinforced by rigid teaching methodologies. Factors such as insecurity about the professional

future, lack of leisure time, and the fragility of socio-emotional support networks emerge as critical

predictors for the development of Common Mental Disorders. The study reinforces that psychological

distress should not be seen as a “natural stage” of education, but as a warning sign of the need for

reforms in the university environment.

Finally, the mental health of health science students is an indirect determinant of the quality

of care they will provide to society. To reverse the identied situation, it is imperative that higher

education institutions transcend a purely technical focus and implement robust psycho-pedagogical

support policies, support groups, and revisions to their curricula.

REFERENCES

CARVALHO, S. M. S. et al. Common mental disorders in university students in health-related courses.

Brazilian Journal of Nursing, v. 74, suppl. 3, e20200854,

COSTA, E. F. et al. Depressive symptoms and common mental disorders in medical students: a

systematic review. Medical Gazette of Bahia, v. 80, n. 1, p. 126-130, 2010.

ERCOLE, F. F.; MELO, L. S.; ALCOFORADO, C. L. G. C. Integrative review versus systematic

review. REME:Journal of Nursing in Minas Gerais, v. 18, n. 1, p. 1-11, 2014.

FIOROTTI, K. P. et al. Common mental disorders in medical students of the Federal University of the

Holy Spirit. Medical Gazette of Bahia, v. 80, n. 1, p. 51-55, 2010.

ISSN: 2763-5724 / Vol. 06 - n 01 - ano 2026

GRANER, K. M.; CERCHIARI, E. A. N. Common mental disorders in university students: a literature

review.Collective Health Notebooks, v. 25, n. 1, p. 121-128, 2017.

GRETHER, J. L. A. et al. Common mental disorders among medical students.Brazilian Journal of

Medical Education, v. 43, n. 1, suppl. 1, p. 126-135, 2019.

LIMA, R. L. et al. Medical student stress and academic performance.Brazilian Journal of Medical

Education, v. 40, n. 4, p. 678-684, 2016.

PACHECO, J. P. et al. Mental health problems among medical students in Brazil: a systematic review

and meta-analysis. Brazilian Journal of Psychiatry, v. 39, n. 4, p. 369-378, 2017.

SANTOS, F. S. et al. Common mental disorders in nursing students: a systematic review. Journal of

Nursing UFPE on line, Recife, v. 12, n. 11, p. 3100-3111, 2018.

SOUZA, M. T.; SILVA, M. D.; CARVALHO, R. C. Integrative review: what it is and how to do

it.Einstein, São Paulo, v. 8, n. 1, p. 102-108, 2010.

URSI, E. S.Prevention of perioperative skin lesions: an integrative literature review.. 2005. 130 p.

Dissertation (Master’s in Nursing) – School of Nursing, University of São Paulo, Ribeirão Preto, 2005.

WORLD HEALTH ORGANIZATION. Mental HealthGeneva: WHO, 2022. Available at: https://

www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response. Accessed on:

January 23, 2026.