Mental Distress Prevalence and Predictors Among Undergraduate students at Somali National University: A Cross-Sectional Study

Background Decades of conflict, instability, and underfunded health and education systems in Somalia have contributed to substantial unmet mental health needs among university students. Mental distress is associated with poor academic progress, reduced performance, and low self-efficacy. However, empirical evidence on mental distress among Somali students remains limited. This study assessed the prevalence of mental distress and associated factors among undergraduate students at Somali National University (SNU), Mogadishu. Methods An institution-based cross-sectional study was conducted from 10 March to 10 May 2023 among undergraduate students at SNU. A simple random sampling technique was used to select participants. Data were collected from 345 students using the Self-Reporting Questionnaire-20 (SRQ-20). Mental distress was defined as a score of eight or above. Multivariable logistic regression was employed to identify factors associated with mental distress. Results The prevalence of mental distress was 34.2%. Female students were significantly more likely to experience mental distress than male students (AOR = 2.62; 95% CI: 1.38–4.97). Lack of interest in the field of study markedly increased the odds of mental distress (AOR = 4.10; 95% CI: 1.08–15.48). Students reporting increased class workload had four times higher odds of mental distress (AOR = 4.04; 95% CI: 2.02–8.09). Lower-than-expected academic grades were also associated with mental distress (AOR = 2.49; 95% CI: 1.25–4.94). Additionally, serious arguments with instructors (AOR = 2.33; 95% CI: 1.10–4.90) and lack of vacations or academic breaks (AOR = 2.50; 95% CI: 1.28–4.91) were significant predictors. Conclusion Approximately one-third of SNU undergraduate students experienced mental distress, largely driven by academic-related factors. Establishing campus counselling services, providing academic support programs, promoting a supportive learning environment, and expanding mental health research are critical steps. Preventive and treatment strategies should directly address identified academic and institutional stressors.