Depression, Anxiety, Stress, and Associated Factors among Health Sciences Students: A Cross-Sectional Study

Background Health sciences students are at increased risk of psychological distress due to academic workload, clinical responsibilities, and the pressures associated with life transitions. Although global data indicate high rates of depression, anxiety, and stress (DAS), evidence regarding the prevalence of, and associated psychosocial and academic factors for, DAS in Saudi Arabia remains limited. Objective This study assessed the prevalence of DAS among undergraduate health sciences students in Saudi Arabia and examined demographic, academic, and psychosocial predictors of these outcomes. Methods A cross-sectional online survey was conducted among 823 undergraduate students enrolled in health sciences programs at public and private universities in Saudi Arabia. Participants completed a validated Arabic version of the DAS scale. Scores for each subscale were classified according to standardized severity cutoffs. Group differences were examined using one-way analysis of variance (ANOVA) and Chi-square tests. Binary logistic regression analyses were performed to identify independent predictors of DAS, with statistical significance set at p<0.05. Results A substantial proportion of students reported moderate-to-extremely severe DAS symptoms. One-way ANOVA revealed significant differences in depression scores across academic years (p<0.001), with higher levels among senior students. The Chi-square tests indicated no significant gender differences in stress (p=0.210). Regression analysis identified higher academic workload and limited social support as strong predictors of elevated DAS levels. Despite a moderate willingness to seek psychological support, actual utilization of professional services remained low. Conclusion DAS symptoms are prevalent among health sciences students in Saudi Arabia, particularly among students in their later academic years. These findings highlight the need for targeted, culturally sensitive mental health interventions that address academic pressure, strengthen emotional support systems, and enhance access to appropriate psychological care.