Mapping the mental health landscape among university students in Tanzania: prevalence, severity, and socio-contextual patterns of common mental disorders

Common mental disorders (CMDs) have emerged as a significant public health concern among university students globally, affecting academic achievement, psychological well-being, and overall quality of life. Although substantial evidence exists from high-income countries, empirical understanding of CMD prevalence and associated contextual factors within Sub-Saharan African higher education settings remains limited. This study examined the prevalence and socio-contextual patterns of CMDs among university students in Tanzania using a mixed-methods approach. A cross-sectional survey involving 249 undergraduate students from the University of Dar es Salaam (UDSM) and the University of Dodoma (UDOM) was complemented by qualitative interviews and focus group discussions involving university stakeholders. Quantitative data were analysed using descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA), while qualitative data were analysed using thematic approaches. Descriptive findings revealed a considerable burden of CMDs among university students, with anxiety symptoms emerging as the most prevalent condition (56.2%), followed by depressive symptoms (36.2%), post-traumatic stress symptoms (34.1%), insomnia (26.9%), mood disturbances (19.3%), and panic-related symptoms (18.5%). Socio-demographic findings indicated that the majority of respondents were aged 22–25 years (58.2%), male (66.3%), single (96.4%), and from urban backgrounds (66.3%). Inferential analyses demonstrated statistically significant differences in CMD severity across demographic and institutional characteristics. Significant variation was observed according to gender (t = 3.12, p = .002), socio-economic status (t = 4.45, p < .001), accommodation status (t = 3.09, p = .002), and institutional setting (t = 2.78, p = .006). Programme level differences were also statistically significant at both universities (UDSM: F(5,158) = 4.91, p < .001; UDOM: F(5,79) = 3.44, p = .006). Qualitative findings further revealed that academic pressure, financial constraints, adjustment challenges, social expectations, and limited support systems collectively shaped students’ mental health experiences. The findings suggest that CMDs among university students are influenced by complex interactions between individual, institutional, and socio-cultural factors rather than isolated psychological conditions. The study contributes to the literature by extending evidence from an under-researched Tanzanian context and by demonstrating the importance of integrating contextual factors into university mental health interventions. Universities should strengthen institutional support systems and implement targeted interventions that address both structural and psychosocial determinants of student mental health.