Prevalence and Socio-demographic Correlates of Anxiety and Depression Among Secondary School Teachers in Northern Nigeria

Background Teachers are pivotal to the development of educational systems and student well-being. However, they are frequently exposed to occupational stressors that may predispose them to mental health disorders such as anxiety and depression. In Northern Nigeria, where economic challenges such as the removal of oil subsidies and the fallout of the COVID-19 pandemic have worsened mental health conditions, the burden of these conditions among secondary school teachers remains under-researched, despite the region's unique socio-economic and political challenges. The present study aimed to determine the prevalence and socio-demographic correlate of anxiety and depression among Secondary School Teachers in Northern Nigeria. Methods This cross-sectional study included 432 teachers (275 males, 157 females) selected through a systematic sampling technique from various public and private secondary schools in Kano state Nigeria. Data were collected using a structured, self-administered questionnaire comprising socio-demographic variables, the Generalized Anxiety Disorder 7-item (GAD-7) scale, and the Patient Health Questionnaire 9-item (PHQ-9) scale. Data were analysed using descriptive statistics, Chi-square tests, ANOVA and logistic regression with IBM SPSS version 27.0. Results The results revealed a high prevalence of anxiety (46.5%), with 31.9% experiencing mild, 11.6% moderate, and 3.0% severe anxiety. Depression was even more prevalent (70.8%), with 33.8% mild, 26.4% moderate, 7.2% moderately severe, and 3.5% severe cases. Teaching experience was independently associated with anxiety, with teachers having 6–10 years of experience showing lower odds compared with those with 1–5 years (aOR = 0.35, 95% CI: 0.16–0.79, p = 0.01). Teachers aged 30–39 years had higher odds of depression compared with those aged 20–29 years (aOR = 2.41, 95% CI: 1.09–5.29, p = 0.03), while those with 6–10 years of experience had lower odds (aOR = 0.27, 95% CI: 0.11–0.65, p = 0.004). Gender, education level, marital status, and income were not significantly associated with either anxiety or depression after adjustment. Conclusion The findings highlight the substantial mental health burden among secondary school teachers in Northern Nigeria, underscoring the need for targeted interventions to address anxiety and depression in this critical professional group.