







































 
 

  
 
  

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, August 2024 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Incidence of Mental Health Problems Among Undergraduates at 

the University of Ilorin  
 

Muhammed Shuaib Abolakale1,  Tosin E. Akinduyo2,  Ayinde Abdulsalaam Adedamola2,  

N.P.M. Mabaso3 
1 Department of Counsellor Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria 

2 Educational Psychology Department, University of Johannesburg, South Africa 
3 Department of Counsellor Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria 

takinduyo@uj.ac.za   

 

Accepted: 
Jan 14th 2024 

Reviewed: 
May 18th 2024 

Published: 
August 28th 2024 

 

Abstract  
This study examines the incidence of mental health problems among undergraduates at the 
University of Ilorin. It also explores the impact of demographic variables such as gender, age, 
religion, residence type, and academic level on the mental health of students. Utilizing a descriptive 
survey method, 400 respondents were selected through simple random sampling. Participants 
completed a self-designed questionnaire titled "Prevalence of Mental Health Problems 
Questionnaire (PMHPQ)." The instrument's validity and reliability were rigorously tested. Data 
analysis involved the use of percentages, t-tests, and Analysis of Variance (ANOVA) to evaluate 
the null hypotheses at a 0.05 level of significance. The findings indicate a slightly high prevalence 
of mental health issues among the undergraduates, with symptoms including feelings of 
hopelessness, fear of abandonment, discomfort in close relationships, unexplained physical pain, 
and stress-related weight changes. However, the study found no significant differences in mental 
health problems concerning gender, age, or academic level. These results highlight the critical need 
for school-based mental health programs to address the psychological well-being of 
undergraduates in Nigeria. 
  

Keywords: Prevalence, Mental Health, Undergraduates, Nigeria, University of Ilorin 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

The concept of health extends beyond the mere absence of physical ailments or injuries, 

encompassing an individual's ability to adapt across various dimensions, including emotional, 

physical, cognitive, and social-relational traits in relation to their environment. The adage "health 

is wealth" underscores the importance society places on optimal well-being. However, it is essential 

to acknowledge the presence of health vulnerabilities, which manifest as stressors, psychological 

discomfort, and other related adversities. As Brown (2016) observed, the mental health of students 

mailto:takinduyo@uj.ac.za
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Volume 9, Number 1,  August 2024| 109 

 

  

globally has garnered significant attention, with an increasing focus on their overall well-being. 

Within the broader discourse on health, both mental and physical health components are 

contemporary issues of scholarly investigation and public concern. 

Mental health is integral to an individual's general well-being and cannot be considered in 

isolation. Bhugra 1 emphasized that mental health constitutes a crucial aspect of overall health, 

influencing productive activities, rewarding interpersonal relationships, and the capacity to adapt 

to change and cope with challenges. Furthermore, mental health can be described as the absence 

of disease, the full functioning of an organism, and the holistic balance an individual experiences 

in relation to their environment 2. Personal well-being, positive interpersonal relationships, and the 

ability to contribute meaningfully to society are all dependent on mental health. As our 

understanding of this relationship deepens, it becomes evident that mental health is vital to the 

well-being of individuals, societies, and nations3. The interconnection between the mind, body, 

and environment suggests that an individual's overall experience of being in the world cannot be 

separated from their physical and mental health 4. Disruptions to students' mental health can 

manifest as psychotic experiences, eating disorders, self-harm, trauma, personality disorders, or 

poor physical health. 

Several determinants contribute to poor mental health, including "rapid societal change, 

demanding work conditions, gender discrimination, social isolation, unhealthy lifestyles, risks of 

violence and physical illness, and human rights violations" 5. The transition from high school to 

university can be particularly stressful, placing university students at heightened risk for mental 

health problems 6. Research indicates that university undergraduates experience higher rates of 

depression, anxiety, suicidal ideation, psychosis, addictions, and other chronic psychiatric 

conditions compared to the general population 7. Female students in their first year of study are 

particularly vulnerable to mental health challenges, with higher prevalence rates than their male 

counterparts 8. 

 
1 Dinesh Bhugra, Alex Till, and Norman Sartorius, “What Is Mental Health?,” International Journal of Social 

Psychiatry 59, no. 1 (2013): 3–4, http://dx.doi.org/10.1177/0020764012463315. 
2 Ibid. 
3 (WHO, 2004) 
4 Thomas Fuchs and Jann E Schlimme, “Embodiment and Psychopathology: A Phenomenological 

Perspective,” Current Opinion in Psychiatry 22, no. 6 (2009): 570–575, 
http://dx.doi.org/10.1097/yco.0b013e3283318e5c. 

5 Robert P Gallagher, “Thirty Years of the National Survey of Counseling Center Directors: A Personal 
Account,” Journal of College Student Psychotherapy 26, no. 3 (2012): 172–184, 
http://dx.doi.org/10.1080/87568225.2012.685852. 

6 37–41. http://doi.org/10.1037/a0022390 Tuma, J. M., & Pratt, J. M. (1982). Clinical child psychology 
practice and training: A survey. \ldots of Clinical Child & Adolescent Psychology, 137(August 2012) et al., “Youth 
Mentoring across Professional Settings: A Pedagogic Approach to Social Exclusion,” Doctor of Education School of 
Education University of Derby (2012): 1–210, http://derby.openrepository.com/derby/handle/10545/272012. 

7 Matthew Fisher et al., “Stakeholder Perceptions of Policy Implementation for Indigenous Health and Cultural 
Safety: A Study of Australia’s ‘Closing the Gap’ Policies,” Australian Journal of Public Administration (2021); Gallagher, 
“Thirty Years of the National Survey of Counseling Center Directors: A Personal Account.” 

8 Mohammad Mofatteh, “Risk Factors Associated with Stress, Anxiety, and Depression among University 
Undergraduate Students,” AIMS public health 8, no. 1 (2021): 36; Lorenzo Roldán-Espínola et al., “Depression and 
Lifestyle among University Students: A One-Year Follow-up Study,” The European Journal of Psychiatry 38, no. 3 (2024): 
100250. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 110 

 

  

Mental health issues significantly impede students' academic progress, with faculty and 

staff increasingly observing that the students they teach and counsel are dealing with more complex 

clinical challenges. Kadison and DiGeronimo 9 noted that a significant proportion of students 

grapple with depression, anxiety, eating disorders, personality disorders, and other mental health-

related issues. 

The living arrangements of undergraduates may also play a crucial role in influencing their 

mental health. According to Easterbrook and Vignoles 10, students residing on campus benefit 

from frequent interpersonal interactions and spontaneous meetings, which contribute to stable 

mental health compared to their peers living off-campus. Campus residences facilitate physical 

interactions, friendship formation, and necessary adjustments, reducing the likelihood of students 

dropping out of university 11. 

The prevalence of mental health issues among university students has reached alarming 

levels. For example, a study by Gallagher 12 reported that over 70% of university counseling 

directors had encountered crises requiring immediate attention, with concerns related to 

psychiatric medication, alcohol or drug use, and self-injury being prevalent. Furthermore, 

Australian studies have revealed significant correlations between age and alcohol consumption, 

with younger students (aged 18-20) more likely to engage in hazardous drinking than older students 
13. 

Recent research highlights the growing incidence of psychopathology among students in 

higher education. Large-scale studies have reported high levels of depression, anxiety, and suicidal 

ideation among university students, with these issues becoming more prevalent over time 14. 

Studies have also shown that undergraduate students experience increased anxiety and poorer 

psychological well-being, particularly during their first year at university 15. The transition to 

 
9 Richard Kadison and Theresa Foy DiGeronimo, College of the Overwhelmed: The Campus Mental Health Crisis and 

What to Do about It, vol. 6 (Jossey-Bass San Francisco, CA, 2004). 
10 John W. Santrock, LIFE-SPAN Development (13th Ed.), McGraw-Hill, 2017. 
11 Michael Priestley et al., “Student Perceptions and Proposals for Promoting Wellbeing through Social 

Relationships at University,” Journal of Further and Higher Education 46, no. 9 (2022): 1243–1256; Ian Neale et al., 
“Student Resilience: Unite Students Insight Report,” Bristol: Unite Students (2016). 

12 David R Reetz, Brian Krylowicz, and Brian Mistler, “The Association for University and College Counseling 
Center Directors Annual Survey,” Retrieved from Association for University and College Counseling Center Directors: https://www. 
aucccd. org/director-surveys-public (2016). 

13 Sharyn Burns et al., “Consequences of Low Risk and Hazardous Alcohol Consumption among University 
Students in Australia and Implications for Health Promotion Interventions,” Open Journal of Preventive Medicine 05, no. 
01 (2015): 1–13, http://dx.doi.org/10.4236/ojpm.2015.51001; Jonathan Hallett et al., “Undergraduate Student 
Drinking and Related Harms at an Australian University: Web-Based Survey of a Large Random Sample,” BMC Public 
Health 12, no. 1 (2012), http://dx.doi.org/10.1186/1471-2458-12-37. 

14 Hanover Research, “Trends in Higher Education Marketing, Recruitment, and Technology,” Hanover Research 
(2014); Daniel Eisenberg, Justin Hunt, and Nicole Speer, “Mental Health in American Colleges and Universities: 
Variation across Student Subgroups and across Campuses,” The Journal of nervous and mental disease 201, no. 1 (2013): 
60–67. 

15 Bridgette Bewick et al., “Changes in Undergraduate Students’ Psychological Well‐being as They Progress 
through University,” Studies in Higher Education 35, no. 6 (2010): 633–645, 
http://dx.doi.org/10.1080/03075070903216643; Richard Cooke et al., “Measuring, Monitoring and Managing the 
Psychological Well-Being of First Year University Students,” British Journal of Guidance &amp; Counselling 34, no. 4 
(2006): 505–517, http://dx.doi.org/10.1080/03069880600942624. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 111 

 

  

university life, combined with the demands of early adulthood, poses significant psychosocial 

challenges for students 16. 

Given the persistent challenges of poor mental health among university students, 

particularly in the context of academic stress and the need for social support 17, this study seeks to 

examine the prevalence of mental health problems among undergraduate students at the University 

of Ilorin. 

 

Method 

This study employed a descriptive survey design, which was selected due to its effectiveness 

in collecting data from a large and diverse population. The target population consisted of all 

undergraduate students enrolled at the University of Ilorin, with an estimated total exceeding 

48,000 students as of 2021, distributed across 15 faculties. Ethical considerations were strictly 

adhered to, with the informed consent of each participant being obtained verbally prior to the 

administration of the research instrument. 

 

Sample and Sampling Technique 

A sample size of 400 undergraduates was selected for this study. The sampling was 

conducted using a simple random sampling technique to ensure that each student had an equal 

chance of being included in the study. This approach was chosen to achieve a representative 

sample of the broader student population, encompassing various faculties and academic levels. 

 

Research Instrument 

Data were collected using a researcher-developed questionnaire titled the "Prevalence of 

Mental Health Problems Questionnaire (PMHPQ)." The questionnaire was structured into two 

main sections. Section 'A' captured demographic information, including gender, academic level, 

age, and place of residence. Section 'B' comprised 20 items designed to assess the prevalence of 

mental health problems among the respondents. The responses were measured on a four-point 

Likert-type scale, with options ranging from "Strongly Agree" to "Strongly Disagree." 

 

Validity and Reliability 

To ensure the content validity of the PMHPQ, the questionnaire was reviewed by five 

experts from the Department of Counsellor Education at the Faculty of Education, University of 

Ilorin. Their feedback and suggestions were incorporated into the final version of the instrument. 

The reliability of the questionnaire was assessed using the test-retest method, resulting in a 

reliability coefficient of 0.84, indicating a high level of consistency in the responses. 

 

Data Collection Procedure 

 
16 Colleen S Conley et al., “Negotiating the Transition to College,” Emerging Adulthood 2, no. 3 (2014): 195–210, 

http://dx.doi.org/10.1177/2167696814521808. 
17 Christina M Scott-Young, Michelle Turner, and Sarah Holdsworth, “Male and Female Mental Health 

Differences in Built Environment Undergraduates,” Construction Management and Economics 38, no. 9 (2020): 789–806, 
http://dx.doi.org/10.1080/01446193.2020.1748213. 



 
 

  
 
  

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Data were collected over a specified period, with questionnaires being distributed to the 

selected sample of undergraduates. The respondents were assured of the confidentiality of their 

responses and were encouraged to answer honestly. The completed questionnaires were retrieved 

and prepared for analysis. 

 

Data Analysis 

The data analysis process involved both descriptive and inferential statistical techniques. 

Descriptive statistics, including frequency distributions and percentages, were employed to analyze 

the demographic data provided in Section A of the questionnaire and the responses to the mental 

health items in Section B. To test the hypotheses, inferential statistics were utilized. Specifically, t-

tests and Analysis of Variance (ANOVA) were conducted to determine the significance of 

differences in mental health problems across various demographic variables. The hypotheses were 

tested at a significance level of 0.05. 

 

Research Results and Discussion 

Research Question:  

How prevalent are mental health problems among undergraduate students at the University of 

Ilorin? 

Table 1: Percentage Distribution of Prevalence of Mental Health Problems 

S/N As far as I am concerned, I: Agree Disagree 

1 have trouble concentrating in class 108 (27.0%) 292 (73.0%) 
2 have difficulty in sleeping 14 (3.5%) 282 (96.5%) 
3 have been feeling hopeless 314 (78.5%) 86 (21.5%) 
4 have physical aches or pains without a physical cause 168 (42.0%) 232 (58.0%) 
5 have been thinking of injuring myself 118 (29.5%) 282 (70.5%) 
6 use to have a sudden/intense episode of anxiety 116 (29.0%) 284 (71.0%) 
7 do feel light-headed or dizzy 110 (27.5%) 290 (72.5%) 
8 use to feel indifferent to others 82 (20.5%) 318 (79.5%) 
9 always have discomfort with close relationships 188 (47.0%) 212 (53.0%) 
10 do have inappropriate responses to others 118 (29.0%) 284 (71.0%) 
11 am always aggressive among my peers 128 (32.0%) 272 (68.0%) 
12 always have an intense fear of being abandoned 190 (47.5%) 210 (52.5%) 
13 am always easily influenced by others 80 (20.0%) 320 (80.0%) 
14 am sensitive to criticism/rejection 80 (20.0%) 320 (80.0%) 
15 like being a loner 80 (20.0%) 320 (80.0%) 
16 always afraid of disapproval 116 (29.0%) 284 (71.0%) 
17 am addicted to depressants 22 (5.5%) 378 (94.5%) 
18 am losing weight due to stress 122 (31.0%) 246 (69.0%) 
19 like being thin, but always gaining weight 120 (30.0%) 280 (70.0%) 
20 am always obsessed with foods (i.e., always want to eat every time) 84 (21.0%) 316 (79.0%) 

 

Table 1 presents the percentage distribution of respondents’ responses regarding the 

prevalence of mental health problems. The results indicate that 78.5% of respondents have 

experienced feelings of hopelessness, 47.5% have intense fear of abandonment, 47.0% experience 

discomfort in close relationships, 42.0% report physical aches or pains without an apparent cause, 

and 31.0% have been losing weight due to stress. These findings suggest that the prevalence of 

mental health problems is moderately high among undergraduates at the University of Ilorin. 



 
 

  
 
  

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Hypotheses Testing 

Four null hypotheses were formulated and tested for this study. The hypotheses were 

tested using t-tests and Analysis of Variance (ANOVA) statistical methods at a 0.05 level of 

significance. 

Hypothesis One: There is no significant difference in the prevalence of mental health 

problems among undergraduates of the University of Ilorin based on gender. 

Table 2: Mean, Standard Deviation, and t-value of Respondents’ Prevalence of Mental 

Health Problems Based on Gender 

Gender N Mean SD Df Cal. t-value Crit. t-value p-value 

Male 152 38.13 11.609 398 3.89* 1.96 .000 
Female 248 44.08 16.487 

    

*Significant, p<0.05 

 

Table 2 shows that the calculated t-value of 3.89 is greater than the critical t-value of 1.96, 

with a corresponding p-value of .000, which is less than the 0.05 level of significance. Since the 

calculated p-value is less than the level of significance, the null hypothesis is rejected. This indicates 

that there is a significant difference in the prevalence of mental health problems among 

undergraduates of the University of Ilorin based on gender. 

Hypothesis Two: There is no significant difference in the prevalence of mental health 

problems among undergraduates of the University of Ilorin based on the level of study. 

Table 3: Analysis of Variance (ANOVA) Showing Respondents’ Prevalence of Mental 

Health Problems Based on Level of Study 

Source SS df Mean Square Cal. F-ratio Crit. F-ratio p-value 

Between Groups 18461.48 3 6153.83 33.67* 2.60 .000 
Within Groups 72365.55 396 182.74 

   

Total 90827.04 399 
    

*Significant, p<0.05 

 

Table 3 shows that the calculated F-ratio of 33.67 is greater than the critical F-value of 

2.60, with a corresponding p-value of .000, which is less than the 0.05 level of significance. Since 

the calculated p-value is less than the level of significance, the null hypothesis is rejected. Thus, 

there is a significant difference in the prevalence of mental health problems among undergraduates 

of the University of Ilorin based on the level of study. Scheffe Post-Hoc analysis was conducted 

to determine where the significant difference lies. 

 

 

 

 

Table 4: Scheffe Post-Hoc Analysis Showing Where the Significant Difference Lies 

Based on Level of Study 

Level N Subset for Alpha = 0.05   
1 

100 50 30.74 



 
 

  
 
  

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300 54 
 

200 23 
 

400 and above 73 
 

Sig. 
 

1.000 

 

Table 4 indicates that respondents in the 100 level had a mean score of 30.74 (Subset 1), 

while respondents in the 300, 200, and 400 levels and above had higher mean scores of 44.26, 

45.28, and 46.88 (Subset 2), respectively. This suggests that respondents in the 300, 200, and 400 

levels and above significantly contributed to the observed differences in mental health problems. 

Hypothesis Three: There is no significant difference in the prevalence of mental health 

problems among undergraduates of the University of Ilorin based on age. 

Table 5: Analysis of Variance (ANOVA) Showing Respondents’ Prevalence of Mental 

Health Problems Based on Age 

Source SS df Mean Square Cal. F-ratio Crit. F-ratio p-value 

Between Groups 522.01 3 174.00 .763 2.60 .515 
Within Groups 90305.02 396 228.04 

   

Total 90827.04 399 
    

 

Table 5 shows that the calculated F-ratio of 0.763 is less than the critical F-value of 2.60, 

with a corresponding p-value of .515, which is greater than the 0.05 level of significance. Since the 

calculated p-value is greater than the level of significance, the null hypothesis is accepted. Hence, 

there is no significant difference in the prevalence of mental health problems among 

undergraduates of the University of Ilorin based on age. 

Hypothesis Four: There is no significant difference in the prevalence of mental health 

problems among undergraduates of the University of Ilorin based on place of residence. 

Table 6: Mean, Standard Deviation, and t-value of Respondents’ Prevalence of Mental 

Health Problems Based on Place of Residence 

Place of Residence N Mean SD Df Cal. t-value Crit. t-value p-value 

Off-campus 266 42.65 15.008 398 1.54 1.96 .123 
On campus 134 40.18 15.168 

    

 

Table 6 shows that the calculated t-value of 1.54 is less than the critical t-value of 1.96, 

with a corresponding p-value of .123, which is greater than the 0.05 level of significance. Since the 

calculated p-value is greater than the level of significance, the null hypothesis is accepted. This 

indicates that there is no significant difference in the prevalence of mental health problems among 

undergraduates of the University of Ilorin based on place of residence. 

 

 

 

 

Discussion 

The results of this study reveal that a significant proportion of undergraduate students at 

the University of Ilorin experience various mental health symptoms, including feelings of 

hopelessness, difficulty concentrating on academic work, sleep disturbances, physical discomfort, 



 
 

  
 
  

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and thoughts of self-harm. These findings are consistent with broader research highlighting the 

vulnerability of university students to mental health issues, which are often exacerbated by 

academic pressures, social stressors, and the transitional challenges associated with this 

developmental stage 18. This is in line with the findings of Bhugra 19 and WHO, which reported a 

high prevalence of mental health issues among students. Voelker 20 also found that hopelessness 

is a common symptom of mental health issues among students, while Shamsuddin et al. 21 

identified anxiety as a significant contributor to negative emotional states in medical students. 

The study further found significant gender differences in the prevalence of mental health 

problems, with female students reporting higher levels of distress compared to their male 

counterparts. This finding aligns with previous research indicating that women are generally more 

vulnerable to mental health issues due to a combination of biological, social, and cultural factors 
22. The results are also consistent with Ghayas et al. 23,  who reported a higher prevalence of 

depression among female students (61.00%) compared to male students (38.07%). However, these 

findings contrast with those of Nkporbu and Alex-Hart 24, who found a higher prevalence of 

mental illness among men. This discrepancy may be due to gender differences in coping strategies 

and help-seeking behaviors, with men potentially being less likely to report mental health issues 

due to cultural expectations around masculinity. 

The analysis also revealed significant differences in the prevalence of mental health 

problems based on the level of study, with students in the 300, 200, and 400 levels and above 

reporting higher levels of distress compared to their 100-level counterparts. This finding suggests 

that as students progress through their academic journey, they may encounter increased academic 

demands, career uncertainties, and personal responsibilities, contributing to heightened 

psychological distress. This is consistent with the findings of Bruffaerts et al. 25, who reported that 

students at different academic levels experience mental health challenges differently, with higher 

academic levels often being associated with greater stress and anxiety. 

 
18 Ronny Bruffaerts et al., “Mental Health Problems in College Freshmen: Prevalence and Academic 

Functioning,” Journal of Affective Disorders 225 (2018): 97–103, http://dx.doi.org/10.1016/j.jad.2017.07.044; Eisenberg, 
Hunt, and Speer, “Mental Health in American Colleges and Universities: Variation across Student Subgroups and 
across Campuses.” 

19 Bhugra, Till, and Sartorius, “What Is Mental Health?” 
20 Bernward Winter et al., “High Impact Running Improves Learning,” Neurobiology of Learning and Memory 87, 

no. 4 (2007): 597–609, http://dx.doi.org/10.1016/j.nlm.2006.11.003. 
21 Khadijah Shamsuddin et al., “Correlates of Depression, Anxiety and Stress among Malaysian University 

Students,” Asian Journal of Psychiatry 6, no. 4 (2013): 318–323, http://dx.doi.org/10.1016/j.ajp.2013.01.014. 
22 Sarah Rosenfield and Dawne Mouzon, “Gender and Mental Health,” Handbook of the sociology of mental health 

(2013): 277–296. 
23 S Ghayas et al., “Prevalence and Severity of Depression among Undergraduate Students in Karachi, Pakistan: 

A Cross Sectional Study,” Tropical Journal of Pharmaceutical Research 13, no. 10 (2014): 1733, 
http://dx.doi.org/10.4314/tjpr.v13i10.24. 

24 A K Nkporbu and B A Alex-Hart, “Prevalence and Pattern of Mental Illness among School Age Children 
Seen at the University of Port Harcourt Teaching Hospital: A Six Year Study,” International Neuropsychiatric Disease 
Journal (2020): 1–10, http://dx.doi.org/10.9734/indj/2019/v13i3-430113. 

25 Chelsey R Wilks et al., “The Importance of Physical and Mental Health in Explaining Health-Related 
Academic Role Impairment among College Students,” Journal of psychiatric research 123 (April 2020): 54–61, 
https://pubmed.ncbi.nlm.nih.gov/32036074. 



 
 

  
 
  

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Contrary to some expectations, the study found no significant differences in the prevalence 

of mental health problems based on age or place of residence. These findings suggest that mental 

health concerns are distributed uniformly across age groups and residential settings, indicating that 

academic stress and other common triggers for mental health issues are pervasive among all 

undergraduates, regardless of age or where they live. This aligns with the findings of Camacho et 

al. 26,  who reported that age does not have a significant relationship with mental health, and Liaqat 

et al. 27, who found high rates of depression, anxiety, and stress among students living in both 

home and dormitory settings. 

Overall, the findings underscore the need for targeted mental health interventions and 

support services that address the specific needs of different student groups. University 

administrators should prioritize the development of comprehensive mental health programs that 

include personalized counseling, stress management workshops, and peer support networks to 

help students navigate the challenges of university life and maintain their psychological well-being. 

 

Conclusion 

The findings of this study indicate that mental health problems are notably prevalent 

among undergraduates at the University of Ilorin. Common issues reported by the students 

included feelings of hopelessness, intense fear of abandonment, discomfort in close relationships, 

unexplained physical aches or pains, stress-induced weight loss, and dissatisfaction with body 

image, particularly related to weight fluctuations. The study further revealed that male and female 

undergraduates experience mental health problems differently, with gender playing a significant 

role in the prevalence and expression of these issues. Additionally, the study found that the level 

of study significantly impacts mental health, suggesting that as students advance in their academic 

journey, they may encounter increased psychological distress. 

In contrast, age and place of residence did not appear to influence the mental health of 

undergraduates, indicating that mental health challenges are pervasive across different age groups 

and living situations. This finding suggests that mental health problems among university students 

are not confined to specific demographic or environmental factors but are widespread across the 

student population. 

Based on these findings, it is recommended that professional mental health counselors 

consider employing various therapeutic approaches to support students experiencing mental 

health challenges. These approaches may include Client-Centered Therapy, Cognitive Behavioral 

Therapy (CBT), Interpersonal Therapy, and Psychoanalytic Therapy. Given the prevalence of 

mental health concerns among undergraduates, it is crucial for university authorities to implement 

outreach programs and proactive strategies aimed at addressing these issues. Continuous 

orientation and skills training on the causes and prevention of mental health problems should be 

 
26 Germán Eduardo Rueda-Jaimes et al., “Validez y Confiabilidad de La Escala Del Center for Epidemiologic 

Studies-Depression En Estudiantes Adolescentes de Colombia,” Biomédica 29, no. 2 (2009): 260, 
http://dx.doi.org/10.7705/biomedica.v29i2.28. 

27 Usama Khalid Choudry, “Deranged Mental Homeostasis in Medical Students: Evaluation of Depression, 
Anxiety and Stress among Home and Hostel Students,” Acta Psychopathologica 03, no. 01 (2017), 
http://dx.doi.org/10.4172/2469-6676.100074. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 117 

 

  

provided by school counselors to equip students with the knowledge and resources necessary to 

manage their mental health effectively. 

Overall, this study underscores the importance of a comprehensive approach to mental 

health support within the university setting, ensuring that all students have access to the necessary 

resources and interventions to maintain their psychological well-being throughout their academic 

journey. 

 

Conflict of interest  

The authors declare that there is no conflict of interest concerning this paper, financial aspect and 

all areas of this study.  

 

Funding 

Funded by the University of Johannesburg South Africa. 

 

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