Exploring the psychological distress, socioeconomic hardship, and academic performance among lebanese university students during a period of national crisis

Mental health challenges among university students are a global concern, with nearly one-third facing significant distress. In Lebanon, political instability, economic collapse, and traumatic events like the Beirut explosion exacerbate stressors such as displacement and financial insecurity, severely impacting mental health and academic performance. The present study aimed to investigate the relationship between psychological distress and university students’ academic performance. A convenience sample of 432 students from various faculties completed an online survey using the Kessler Psychological Distress Scale, and self-reported academic performance indicators , including cumulative GPA and separate indicators of academic functioning: difficulty focusing on class, frequency of class skipping, punctual attendance while experiencing psychological distress, and satisfaction with academic work during distress. More than half of the students experienced severe psychological distress. Students with severe psychological distress had lower GPAs and were more likely to report being dropped from a course because of missed classes. Psychological distress was significantly associated with age, economic vulnerability, financial constraints affecting earned credits, financial support, short sleep duration, previous mental-disorder diagnosis, and living situation. Students with low socioeconomic status had the highest levels of distress, and an inverse relationship was observed between psychological distress and academic performance. The study highlights the severe psychological distress faced by Lebanese university students, particularly those from low socioeconomic backgrounds, and its negative impact on academic outcomes. These findings underscore the urgent need for targeted mental health interventions, financial support, and academic accommodations to address the psychological and educational challenges faced by students in crisis-affected regions. Universities and policymakers must prioritize mental health services and resilience-building programs to support students' well-being and academic success.