Association between educational attainment and mental health conditions among Africans working and studying in...

Mental health disorders, including depression, anxiety, and stress, are a growing global public health concern, with their prevalence influenced by various sociodemographic and contextual factors. Among these, the role of educational attainment in shaping mental health outcomes has received limited attention, particularly in sub-Saharan Africa (SSA). Given the potential impact of education on psychological well-being, this study examines the prevalence of mental health conditions. It explores how different levels of education influence depression, anxiety, and stress among university students and staff across selected SSA countries. Data from 3,227 participants across four African countries were analysed using logistic regression models to explore the relationship between educational attainment and depression, anxiety, and stress. Models were categorized into univariate, adjusted, and interaction models, controlling for age, gender, and occupation. The study further examined interactions between these variables. Higher educational attainment was consistently associated with lower odds of depression and anxiety. Postgraduate qualifications showed significantly lower odds of depression (OR = 0.60, 95% CI [0.47, 0.76]) and anxiety (OR = 0.60, 95% CI [0.47, 0.77]) compared to those with a Bachelor's degree. Secondary school certification was linked to increased odds of depression (OR = 1.29, 95% CI [1.09, 1.54]) and anxiety (OR = 1.78, 95% CI [1.15, 2.76]). Gender differences were observed, with females exhibiting higher vulnerability to depression and stress than males. Occupation also influenced mental health outcomes, with non-academic staff showing lower odds of depression compared to students. This study highlights that higher educational attainment reduces the odds of depression and anxiety among African populations. Gender and occupation were also significant factors, emphasizing the need for targeted mental health interventions for individuals with lower educational attainment and those in vulnerable job roles. These findings suggest that increasing access to higher education may improve mental health outcomes in the region. Future research should explore causal mechanisms and consider cultural and socioeconomic factors to inform more effective mental health policies and interventions.