Abstract summary 

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 interrelationships among these factors, and assess the impact of participant characteristics.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 Epidemiologic Studies Depression Scale Revised), and anxiety (State-Trait Anxiety Inventory). The data were analyzed using descriptive statistics, correlation analyses, Bayesian Mann-Whitney tests, two-way ANOVAs, and Kruskal-Wallis tests.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, < 0.001). Moderate evidence indicated gender differences in emotional distress (BF = 2.448). The interaction between educational environment and diagnosis had a significant effect on emotional distress ( = 3.106, = 0.017). Kruskal-Wallis tests indicated significant variations in anxiety levels across different educational settings ( = 0.002), although 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.

Authors & Co-authors:  Otu Mkpoikanke Sunday MS Sefotho Maximus Monaheng MM

Study Outcome 

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