DYNAMICS OF ANXIETY, DEPRESSION AND STRESS IN STUDENTS IN THE CONDITIONS OF FULL-SCALE WAR: A CLINICALLY ORIENTED ANALYSIS

Abstract

Introduction. In the context of the full-scale war in Ukraine, the psycho-emotional state of students undergoes
significant changes, potentially affecting health and academic adaptation. The dynamics of anxiety, depression, and stress
represent clinically relevant indicators of mental health.
Objective. To assess the dynamics of anxiety, depression, and stress levels in students over three academic years during
wartime and to identify clinically significant patterns of change.
Materials and methods. A combined study design was applied, including longitudinal observation of the same students in
the 2022-2023 and 2023-2024 academic years (n=29) and a mixed sample in 2024-2025 (n=14). Psycho-emotional status was
assessed using the standardized DASS questionnaire. Data are presented as mean ± standard deviation (M±SD).
Results. Between the 2022-2023 and 2023–2024 academic years, a statistically significant decrease in anxiety levels was
observed (from 8.72±4.07 to 6.52±3.55; p<0.001), along with a significant reduction in depression scores (from 6.90±4.42 to
5.52±3.51; p=0.043). Stress levels remained relatively stable (10.41±3.26 vs. 9.86±4.30; p>0.05). In the 2024–2025 academic year,
mean depression scores increased to 6.93±3.12, while stress remained elevated (9.50±2.74) and anxiety levels were relatively
unchanged (6.00±3.94).
Conclusion. During prolonged wartime stress, students demonstrate partial psychological adaptation manifested by reduced
anxiety and depression at intermediate stages of study, while stress persists at a chronically elevated level. Toward the completion
of undergraduate education, a tendency toward renewed depressive symptoms emerges, highlighting the importance of regular
mental health screening using standardized tools such as DASS and the implementation of systematic preventive and supportive
interventions in the academic environment.