Mental Health Status among University Students during The Transition Period from High School to University in Lebanon: A cross-sectional study

Background The transition from high school to university is a critical life stage associated with heightened vulnerability to mental health challenges. Despite global recognition, there is limited research on the psychosocial risks faced by first-year university students in Lebanon, a region further burdened by socio-economic and political instability. Objective To assess the mental health status of first-year university students in Lebanon, focusing on the prevalence and intensity of mental health challenges such as anxiety, depression, and stress during the transitional period. Methods This cross-sectional study involved 1,024 students from multiple Lebanese universities during the 2023–2024 academic year. Data were collected via a self-reported questionnaire and the General Health Questionnaire-28 (GHQ-28), that assesses mental health across four key dimensions: somatic symptoms, anxiety and insomnia, social dysfunction, and severe depression. Descriptive statistics, chi-square tests and P-values were used to analyze demographic, behavioral, and mental health data. Results A significant gender difference in employment (χ² = 18.81, p = 0.00086) was found. The GHQ-28 survey results indicate that 64.3% of university students experience psychological distress, with higher prevalence among females (67.3%) than males (60.8%) (χ² = 4.42, p = 0.035). 31.7% reported sleep disturbances, 27.9% felt overwhelmed, and 33.2% experienced hopelessness. 18.8% had thoughts of self-harm, and 3.1% considered ending their life. The GHQ-28 scores indicate a high prevalence of mental health challenges, taking a score of 24 as a cut off score. Conclusions The study highlights the urgent need for targeted mental health interventions for Lebanese university students, addressing both universal and region-specific challenges. The findings emphasize the importance of early intervention, increased access to mental health resources, and promoting systemic changes to improve overall student well-being.