The Devastating Impact of University Closures on the Mental Health of University of Khartoum Students: A Quantitative Exploration

This study examines the impact of university closures on the mental health of students at Sudan’s University of Khartoum, a population uniquely affected by prolonged political instability, economic collapse (250% inflation in 2022), and mass displacement (4 million internally displaced). Using quantitative data from 500 students, regression analysis revealed a strong correlation between prolonged closures and heightened psychological distress. Key findings indicate alarming rates of stress (75%), anxiety (68%), depression (60%), and suicidal ideation (18%), exacerbated by academic disruption, social isolation, and financial strain. The study highlights the urgent need for emergency online counseling, virtual learning platforms, and national policy reforms to safeguard students’ well-being. Despite limitations such as reliance on self-reported data, these findings underscore that Sudan’s recovery hinges on protecting its educated youth.

Universities are vital institutions, serving as cornerstones of intellectual growth, personal development, and societal advancement. They are not merely places of academic learning but also vibrant hubs of social interaction, where students forge lifelong connections, develop crucial life skills, and cultivate their identities. The university experience is a transformative period, shaping individuals into informed, engaged, and productive citizens who contribute to the progress of their nations. The University of Khartoum, as Sudan's oldest and most prestigious university, plays a particularly crucial role in this regard. However, the interruption of this formative academic journey through university closures can have profound and far-reaching consequences, particularly in regions already marked by political instability, economic fragility, and societal unrest.

In recent years, Sudan has experienced significant political and economic turmoil, a situation further exacerbated by the global COVID-19 pandemic. This confluence of crises has led to prolonged and repeated closures of educational institutions, including the University of Khartoum. These closures, while sometimes necessary to address immediate security or public health concerns, have severely disrupted the lives of students, compounding existing challenges and creating new sources of stress, anxiety, and despair. The context of the University of Khartoum presents a unique and deeply concerning case study of the devastating impact of educational disruptions on the mental well-being of students within an environment of national crisis.

The closures have not only halted academic progress but have also severed students from their support networks, social connections, and the sense of purpose and structure that university life provides. The uncertainty surrounding the duration of the closures, coupled with the broader instability in the country, has created a climate of fear and hopelessness, particularly among young people who see their future prospects dwindling. This study seeks to delve into the depths of this crisis, providing a quantitative analysis of the mental health impact of university closures on University of Khartoum students and highlighting the urgent need for comprehensive and targeted interventions.

The Sudanese Context and the University of Khartoum: A Nation and Institution in Turmoil, To understand the full impact of university closures on University of Khartoum students, it is essential to consider the broader context of political, economic, and social instability that has plagued Sudan for decades, as well as the unique position of the University of Khartoum within this landscape. Sudan's history has been marked by prolonged periods of civil war, political upheaval, and economic hardship. The secession of South Sudan in 2011, while a significant event, did not bring an end to the country's troubles. Instead, it led to further economic decline, as Sudan lost a significant portion of its oil revenue.

The December 2018 revolution, sparked by rising bread prices and a deep-seated desire for democratic reform, initially offered a glimmer of hope for a brighter future. However, the transition to civilian rule has been fraught with challenges, marked by political infighting, economic instability, and continued violence in some parts of the country. The military coup of October 2021 further destabilized the nation, leading to widespread protests and a crackdown on dissent. The current conflict, starting in April 2023, represents the most severe escalation of violence in recent years.

The University of Khartoum, established in 1902 as Gordon Memorial College, has historically been at the heart of Sudanese intellectual and political life. It has produced generations of leaders, thinkers, and professionals who have shaped the nation. However, the university has also been deeply affected by the country's turmoil. It has faced numerous closures due to political unrest, student protests, and, more recently, the COVID-19 pandemic and the ongoing conflict.

Economic Impact: The ongoing instability has had a devastating impact on Sudan's economy. Inflation has soared, reaching triple-digit figures in recent years. In 2022, for example, it peaked at around 250%. The Sudanese pound has plummeted in value, and there are severe shortages of essential goods, including fuel, medicine, and food. According to the World Bank, Sudan's GDP contracted by 2.5% in 2020 and is projected to have shrunk further in subsequent years. The poverty rate is estimated to be above 60%, with millions of people facing food insecurity. These economic hardships directly impact students and their families, adding to the stress and anxiety caused by university closures.

Social Impact: The conflict and political instability have led to widespread displacement, with over 4 million people internally displaced within Sudan, according to UN estimates. This has put a strain on resources and infrastructure in areas receiving displaced populations. There has also been a rise in crime and violence, as well as a breakdown of social cohesion. These factors contribute to a general sense of insecurity and fear, further impacting the mental well-being of students.

Impact on the University of Khartoum: The University of Khartoum has been severely affected by the ongoing crisis. The university has been closed for extended periods, disrupting the education of thousands of students. The university's infrastructure has also suffered, and there is a shortage of resources and funding. The frequent closures have created a climate of uncertainty and instability, making it difficult for students to plan their academic futures.

The Importance of Education at the University of Khartoum

Despite the numerous challenges facing Sudan, education, particularly at the prestigious University of Khartoum, remains a key priority for many Sudanese families. Education is seen as a pathway out of poverty and a means of securing a better future. University of Khartoum students are often highly motivated and ambitious, recognizing the transformative power of education and the unique opportunities that a degree from this institution can provide. However, the ongoing instability and the repeated closure of the university have created significant obstacles to their educational aspirations.

Cultural Value: Sudanese culture places a high value on education, and the University of Khartoum holds a special place of respect. Families often make significant sacrifices to ensure that their children have access to education at this institution, even in the face of economic hardship.

Social Mobility: A degree from the University of Khartoum is seen as a crucial means of social mobility in Sudan. It is often a prerequisite for securing a good job and improving one's social standing, particularly in a challenging economic environment.

National Development: The University of Khartoum plays a critical role in Sudan's long-term development. A well-educated workforce, trained at this flagship institution, is needed to rebuild the country, diversify the economy, and address the numerous challenges facing the nation.

The impact of university closures on student mental health has been a growing area of research, particularly in the wake of the COVID-19 pandemic, which forced widespread closures of educational institutions globally. Existing studies have consistently demonstrated that such disruptions can lead to significant psychological distress among students.

General Impact of University Closures on Mental Health

Research conducted in various contexts has shown that university closures are associated with increased levels of stress, anxiety, depression, and other mental health problems among students (Son et al., 2020; Wang et al., 2020; Elmer et al., 2020). The loss of routine, social connections, and access to campus resources, coupled with uncertainty about the future, contributes to these negative outcomes.

• Example: A study by Son et al. (2020) involving 195 university students in the United beStates during the COVID-19 pandemic found that 71% of students reported increased stress and anxiety due to the outbreak and subsequent university closures.
• Example: A study by Wang et al (2020) involving over 2000 university students in China showed that approximately 25% reported experiencing anxiety symptoms due to the pandemic and associated closures.
• Example: Elmer et al. (2020) conducted a longitudinal study with university students in Switzerland and found a significant increase in depressive symptoms following campus closures. Specifically, they reported a 15% increase in students experiencing moderate to severe depressive symptoms after the closures were implemented.

Impact of Closures in Contexts of Political Instability

In regions experiencing political instability or conflict, the impact of university closures on student mental health can be even more pronounced. The combination of academic disruption, social isolation, and the broader context of insecurity and violence creates a uniquely challenging environment for students. Studies from conflict zones have shown that students in such settings experience higher rates of trauma, PTSD, and other mental health problems (Hassan et al., 2015; Betancourt et al., 2013).

• Example: A study by Hassan et al. (2015) on Palestinian university students found that exposure to political violence was significantly associated with increased symptoms of PTSD, depression, and anxiety.
• Example: Betancourt et al. (2013), in their research on youth in Sierra Leone, a country with a history of civil war, discovered that exposure to war-related trauma was a strong predictor of long-term mental health problems, including depression and anxiety disorders. They found that over 40% of the youth exposed to significant war trauma exhibited symptoms consistent with PTSD.

The University of Khartoum Context: A Critical Gap in the Literature

While there is a growing body of research on the impact of university closures on student mental health, there is a notable gap in the literature when it comes to the specific context of the University of Khartoum and Sudan. The unique combination of prolonged political instability, economic hardship, recurring conflict, and the specific pressures faced by students at Sudan's most prestigious university presents a complex set of challenges. Existing studies from other regions may not fully capture the nuances of the University of Khartoum experience. The institution's history as a center of both academic excellence and political activism adds another layer of complexity to the impact of closures.

• Ibrahim, M., Osman, A. S., & Ali, H. E. (2021). The mental health impact of prolonged university closures on Sudanese students: A cross-sectional study. Sudan Journal of Psychiatry, 12(1), 14-27. This study, while valuable, had a limited sample size and may not be fully representative of the diverse experiences of University of Khartoum students, given its focus on Sudanese students in general. It reported that 65% of the students sampled experienced moderate to severe anxiety, and 55% experienced moderate to severe depression. This provides a starting point but highlights the need for research specifically focused on the University of Khartoum.
• Ahmed, S. (2019). Gender Differences in Academic Stress and Coping Strategies among Sudanese University Students. Journal of Sudanese Psychology, 15(2), 45-56. This study highlights pre-existing gender disparities in academic stress among Sudanese students, suggesting that female students may be particularly vulnerable to the negative impacts of university closures. It found that female students reported significantly higher levels of academic stress compared to male students. This underscores the importance of considering gender as a factor in the current study.

Theoretical Framework

In Sudan’s volatile context—where students juggle academic aspirations with survival—the Stress-Vulnerability Model (Zuckerman, 1999) explains how closures act as a ‘trigger’ for latent vulnerabilities. For instance, female students, already burdened by gendered caregiving roles, reported 15% higher stress levels than males (t= -4.2, p lessthan 0.001), aligning with the model’s emphasis on individual susceptibility. This model posits that individuals have varying levels of vulnerability to developing mental health problems, and that stress can trigger these problems in those who are predisposed to them. In the context of this study, university closures can be seen as a significant stressor that can exacerbate existing vulnerabilities and lead to the development of mental health issues. The specific stressors faced by University of Khartoum students, including academic disruption, financial strain, social isolation, and the broader context of political and economic instability in Sudan, are likely to interact with individual vulnerabilities, such as pre-existing mental health conditions, trauma history, and socioeconomic status, to increase the risk of developing mental health problems.

The study also draws upon the Social Support Theory (Cohen & Wills, 1985), which emphasizes the importance of social connections in buffering the negative effects of stress. University closures can disrupt social support networks, leaving students feeling isolated and vulnerable. For University of Khartoum students, the loss of social support from peers, faculty, and the broader university community may be particularly acute, given the university's role as a central hub for social and intellectual life in Sudan.

Research Questions

This study seeks to answer the following research questions:

1. What is the prevalence of stress, anxiety, depression, and suicidal ideation among University of Khartoum students affected by closures?
2. What is the relationship between the duration of university closures and the severity of mental health symptoms among University of Khartoum students?
3. How do factors such as gender, socioeconomic status, and geographic location influence the impact of university closures on mental health outcomes among University of Khartoum students?
4. What are the primary coping mechanisms employed by University of Khartoum students during university closures, and how effective are these mechanisms in mitigating negative mental health impacts?
5. What are the perceived long-term consequences of university closures on the academic and career aspirations of University of Khartoum students?

Research Design

This study employed a quantitative cross-sectional survey design. This approach was chosen because it allows for the efficient collection of data from a large sample of participants at a specific point in time, providing a snapshot of the mental health status of University of Khartoum students during a period affected by closures. While a longitudinal design would offer insights into changes over time, the cross-sectional design was deemed more feasible given the logistical challenges and the urgency of understanding the immediate impact of the closures, particularly within the volatile Sudanese context.

Participants

The study population comprised 500 students from the University of Khartoum.

Demographics: The sample consisted of 329 females (65.8%) and 171 males (34.2%). The average age of participants was 21.5 years (SD = 2.3). Participants were drawn from various faculties, including:

• Faculty of Engineering: 150 students (30%)
• Faculty of Medicine: 100 students (20%)
• Faculty of mathematics science and technology: 125 students (25%)
• Faculty of Economic and Social Studies: 75 students (15%)
• Faculty of Science: 50 students (10%)
• The majority of participants were from urban areas within Khartoum State (80%, n=400), with 20% (n=100) from other regions of Sudan.

Inclusion Criteria

• Currently enrolled as a student at the University of Khartoum.
• Must have experienced university closure due to political instability, conflict, or other related reasons.
• Must be 18 years of age or older.
• Willingness to provide informed consent to participate in the study.

Exclusion Criteria

• Individuals not currently enrolled at the University of Khartoum.
• Individuals who did not experience university closure.
• Individuals under 18 years of age.
• Individuals unwilling or unable to provide informed consent.
  • "How many months of study have you missed due to the closures?"

Data Collection

Data collection commenced on March 14th, 2022, a period coinciding with significant political instability and ongoing university closures in Sudan. Given the circumstances, an online survey method using Google Forms was employed to enhance accessibility and ensure the safety of participants. The survey link was disseminated through various social media platforms widely used by University of Khartoum students, including Facebook groups specifically for University of Khartoum students and alumni, relevant Twitter hashtags, and WhatsApp groups known to be popular among the student body.

Ethical Considerations: Prior to data collection, ethical approval was sought from and granted by the Institutional Review Board (IRB) at the University of Khartoum. The study adhered to all ethical guidelines, including informed consent, anonymity, and confidentiality. Participants were informed of the study's purpose, their right to withdraw at any time, and the measures taken to protect their privacy.

Informed Consent: Participants provided informed consent electronically before accessing the survey. The consent form clearly explained the study's objectives, the voluntary nature of participation, and the potential risks and benefits involved.

Data Security: Google Forms was chosen for its robust security features, including data encryption and secure storage. All data were anonymized, and no personally identifiable information was collected other than what was volunteered by participants and necessary for the study. Access to the raw data was restricted to the principal investigator (Mona Suliman) and authorized.

Survey Instrument

The survey instrument was meticulously developed, drawing upon established and validated psychometric scales to assess mental health outcomes. It was also tailored to capture the unique experiences of University of Khartoum students affected by university closures. The instrument was translated into Arabic, the primary language of instruction at the University of Khartoum, and then back-translated into English to ensure accuracy and consistency. A pilot test was conducted with a small group of 20 University of Khartoum students to ensure clarity, cultural appropriateness, and usability before the main data collection phase.

Sections: The survey consisted of four main sections:

1. Demographics: Collected information on age, gender, faculty, year of study, socioeconomic background (using proxy indicators like parental education and occupation), region of origin, and current location (if different due to displacement).

2. Impact of University Closures: Assessed the extent of academic disruption, financial concerns, social isolation, access to resources, and uncertainty about the future. This section used a combination of Likert scale questions (e.g., "How has the closure of your university affected your academic progress?" ranging from "Not at all" to "Extremely") and open-ended questions to gather qualitative data on students' experiences. Examples of questions included:

• "To what extent has the closure affected your ability to access necessary learning materials?"
• "How concerned are you about your financial situation due to the university closure?"
• "Describe how the university closure has impacted your social interactions with your peers."

Mental Health Outcomes

Stress: Measured using the Perceived Stress Scale (PSS-10) (Cohen et al., 1983), a widely used 10-item instrument that assesses the degree to which individuals perceive their lives as unpredictable, uncontrollable, and overloading. Scores range from 0 to 40, with higher scores indicating higher levels of perceived stress. Cronbach's alpha for the PSS-10 in this study was 0.85, indicating good internal consistency.

Anxiety: Assessed using the Generalized Anxiety Disorder-7 (GAD-7) scale (Spitzer et al., 2006), a 7-item instrument that measures the severity of anxiety symptoms. Scores range from 0 to 21, with higher scores indicating greater anxiety. Cronbach's alpha for the GAD-7 in this study was 0.88, demonstrating good internal consistency.

Depression: Measured using the Patient Health Questionnaire-9 (PHQ-9) (Kroenke et al., 2001), a 9-item instrument that assesses the presence and severity of depressive symptoms. Scores range from 0 to 27, with higher scores indicating more severe depression. Cronbach's alpha for the PHQ-9 in this study was 0.90, also indicating good internal consistency.

Suicidal Ideation: Assessed using two direct questions: "Have you had thoughts of suicide during the university closures?" (Yes/No/Prefer not to say) and "If yes, how often have you had these thoughts?" (Rarely/Sometimes/Often).

Coping Mechanisms: This section explored the strategies students used to cope with the challenges of university closures. It included questions about seeking social support, engaging in hobbies, using online resources, and other coping mechanisms. Examples of questions included:

• "Have you sought support from family or friends during the closures?"
• "What activities have you engaged in to cope with stress during the closures?"
• "Have you used any online resources for mental health support?"
• "How effective have these coping mechanisms been for you?" (Likert Scale)

Data Analysis

• The collected data were analyzed using SPSS (Statistical Package for the Social Sciences) version 26. Descriptive statistics, including means, standard deviations, frequencies, and percentages, were used to summarize the demographic characteristics of the sample and the prevalence of mental health issues.
• Correlation Analysis: Pearson's correlation coefficients were calculated to examine the relationships between the duration of university closures, the severity of mental health symptoms (stress, anxiety, depression), and other variables of interest (e.g., financial concerns, social isolation). Regression Analysis: Multiple regression analyses were conducted to identify significant predictors of mental health outcomes. Separate models were created for stress, anxiety, and depression as dependent variables. Independent variables included demographic factors (age, gender, faculty, socioeconomic status), the duration of closures, and other stressors identified in the survey (e.g., financial concerns, academic disruption, social isolation).
• T-tests and ANOVA: Independent samples t-tests were used to compare mental health scores between different groups (e.g., males vs. females, urban vs. rural students). One-way ANOVAs were used to compare means across multiple groups (e.g., different faculties).
• Chi-Square Tests: Chi-square tests were used to examine the association between categorical variables (e.g., gender and suicidal ideation).
• Qualitative Data Analysis: Open-ended questions were analyzed using thematic analysis to identify recurring themes and patterns in students' experiences and coping strategies.

Demographic Characteristics

The final sample consisted of 500 University of Khartoum students. The demographic breakdown of the participants is presented in Table 1.

Table 1: Demographic Characteristics of Participants (N=500).

Impact of University Closures on Academic Progress

The impact of university closures on academic progress was substantial. Only 6% (n=30) of respondents reported no delays in their studies. Conversely, 18% (n=90) experienced a one-year delay, 24% (n=120) encountered a six-month setback, and 52% (n=260) faced delays extending beyond a year.

Mental Health Outcomes

Prevalence of Stress, Anxiety, and Depression

The study revealed alarming rates of psychological distress among University of Khartoum students.

Stress: The mean score on the Perceived Stress Scale (PSS-10) was 28.5 (SD=5.1), indicating a high level of perceived stress. Over 75% (n=375) of the students scored above 20 on the PSS-10, suggesting moderate to high levels of stress.

Anxiety: The mean score on the Generalized Anxiety Disorder-7 (GAD-7) scale was 14.2 (SD=4.5), indicating a moderate level of anxiety. Approximately 68% (n=340) of students scored above 10 on the GAD-7, indicating at least moderate anxiety symptoms.

Depression: The mean score on the Patient Health Questionnaire-9 (PHQ-9) was 16.8 (SD=5.8), indicating a moderate level of depression. Over 60% (n=300) of students scored above 10 on the PHQ-9, indicating at least moderate depressive symptoms.

Suicidal Ideation

A deeply concerning finding was the prevalence of suicidal ideation among the participants. 18% (n=90) of students reported having thoughts of suicide during the university closures. Of those, 50% (n=45) reported having these thoughts "sometimes," and 20% (n=18) reported having them "often."

Correlation Analysis

Pearson's correlation coefficients were calculated to examine the relationships between the duration of university closures and mental health outcomes.

Duration of Closure and Stress: A strong positive correlation was found between the duration of university closures and perceived stress (r=0.65, p lessthan 0.001).

Duration of Closure and Anxiety: A significant positive correlation was found between the duration of closures and anxiety (r=0.58, p lessthan 0.001).

Duration of Closure and Depression: A significant positive correlation was found between the duration of closures and depression (r=0.62, p lessthan 0.001).

These findings indicate that longer closures were associated with higher levels of stress, anxiety, and depression among University of Khartoum students.

Regression Analysis

Multiple regression analyses were conducted to identify significant predictors of mental health outcomes.

Predictors of Stress: The regression model for stress was significant (F(5, 494) = 45.2, p lessthan 0.001, R-squared = 0.32). Significant predictors included the duration of university closures (β=0.45, p lessthan 0.001), financial concerns (β=0.28, p lessthan 0.001), and social isolation (β=0.15, p lessthan 0.01).

Predictors of Anxiety: The regression model for anxiety was also significant (F(5, 494) = 38.7, p lessthan 0.001, R-squared = 0.28). Significant predictors included the duration of university closures (β=0.40, p lessthan 0.001), financial concerns (β=0.25, p lessthan 0.001), and uncertainty about the future (β=0.18, p lessthan 0.01).

Predictors of Depression: The regression model for depression was significant (F(5, 494) = 42.1, p lessthan 0.001, R-squared = 0.30). Significant predictors included the duration of university closures (β=0.42, p lessthan 0.001), social isolation (β=0.22, p lessthan 0.001), and academic disruption (β=0.16, p lessthan 0.01).

T-tests and ANOVA

Gender Differences: Independent samples t-tests revealed that female students reported significantly higher levels of stress (t(498) = -4.2, p lessthan 0.001), anxiety (t(498) = -3.8, p lessthan 0.001), and depression (t(498) = -4.5, p lessthan 0.001) compared to male students.

Faculty Differences: One-way ANOVA indicated significant differences in anxiety levels across faculties (F(4, 495) = 3.2, p lessthan 0.05). Post-hoc tests (Tukey HSD) revealed that students from the Faculty of Medicine reported significantly higher anxiety levels compared to students from the Faculty of Science.

Chi-Square Tests

Gender and Suicidal Ideation: A chi-square test of independence revealed a significant association between gender and suicidal ideation (χ²(1, N=500) = 6.5, p lessthan 0.05). Female students were more likely to report suicidal thoughts than male students.

Qualitative Findings

Thematic analysis of open-ended responses revealed several recurring themes:

Fear and Uncertainty: Students expressed profound fear and uncertainty about their academic future, their career prospects, and the overall situation in Sudan.

Financial Hardship: Many students highlighted the financial difficulties they faced due to the closures, including the inability to afford basic necessities or continue paying for their education.

Social Isolation and Loneliness: Students described feelings of isolation, loneliness, and disconnection from their peers and the university community.

Loss of Motivation and Hope: A significant number of students reported a loss of motivation to study and a sense of hopelessness about the future.

Coping Mechanisms: Common coping mechanisms included seeking support from family and friends, engaging in religious practices, and trying to maintain a daily routine. However, many students expressed that these strategies were not sufficient to alleviate their distress.

The findings of this study provide compelling evidence of the devastating impact of university closures on the mental health of University of Khartoum students. The prolonged and repeated disruption of academic routines, coupled with the loss of social connection, financial strain, and the pervasive uncertainty about the future within the context of Sudan's political and economic instability, has significantly contributed to alarming levels of stress, anxiety, depression, and suicidal ideation.

Interpretation of Findings

The high prevalence of psychological distress observed among University of Khartoum students is consistent with previous research on the impact of university closures in other contexts (Son et al., 2020; Wang et al., 2020; Elmer et al., 2020). However, the severity of the mental health crisis revealed in this study is likely exacerbated by the unique challenges faced by students in Sudan, including the ongoing political instability, economic hardship, and the constant threat of violence.

The strong correlation between the duration of university closures and the severity of mental health symptoms underscores the detrimental impact of prolonged academic disruption. The longer students are out of university, the more their mental well-being deteriorates. This finding highlights the urgent need for interventions to mitigate the negative consequences of closures and to ensure the continuity of education during times of crisis.

Our regression models underscore the compounding effects of Sudan’s crisis: prolonged closures directly predicted stress (β=0.45), anxiety (β=0.40), and depression (β=0.42). However, financial strain—exacerbated by hyperinflation (250% in 2022)—and social isolation, intensified by displacement (4 million internally displaced persons), amplified these effects. As one student lamented, ‘I lost my campus community and now struggle to afford bread. These findings suggest that a multi-faceted approach is needed to address the mental health needs of students affected by closures.

The significant gender differences observed in this study, with female students reporting higher levels of psychological distress and suicidal ideation, are consistent with previous research on gender disparities in mental health (Ahmed, 2019). These findings suggest that female students may be particularly vulnerable to the negative impacts of university closures, potentially due to a combination of factors, including higher levels of academic pressure, social expectations, and the greater burden of caregiving responsibilities that often falls on women in Sudanese society. The differences in mental health outcomes across faculties also suggest that certain academic disciplines may be associated with higher levels of stress and anxiety.

The qualitative findings provide valuable insights into the lived experiences of University of Khartoum students during closures. The themes of fear, uncertainty, financial hardship, social isolation, and loss of motivation highlight the profound impact of the closures on students' lives. These findings underscore the need for interventions that address not only the academic consequences of closures but also the broader social, economic, and psychological challenges faced by students. For University of Khartoum students—a demographic already navigating economic collapse (World Bank, 2022)—closures erased not just classrooms but lifelines. As campuses shuttered, so did peer networks, academic routines, and hopes for upward mobility, trapping many in what one participant called ‘a void of uncertainty.

Comparison with Existing Literature

The findings of this study align with and extend existing literature on the impact of university closures on student mental health. While previous studies, primarily conducted in the context of the COVID-19 pandemic, have documented increased stress, anxiety, and depression among students (Son et al., 2020; Wang et al., 2020; Elmer et al., 2020), this study highlights the even more severe consequences of closures in a context of prolonged political instability and conflict. The rates of psychological distress and suicidal ideation observed in this study are considerably higher than those reported in studies from more stable settings, underscoring the exacerbating effect of the Sudanese context.

Furthermore, this study contributes to the limited body of research on the mental health of students in conflict zones. The findings are consistent with studies on Palestinian and Sierra Leonean youth (Hassan et al., 2015; Betancourt et al., 2013), which have shown a strong association between exposure to political violence and trauma and adverse mental health outcomes. However, this study extends this research by focusing specifically on the impact of university closures as a unique stressor within a conflict-affected environment.

The strong correlation between the duration of university closures and the severity of mental health symptoms underscores the detrimental impact of prolonged academic disruption. The longer students are out of university, the more their mental well-being deteriorates. This finding highlights the urgent need for interventions to mitigate the negative consequences of closures and to ensure the continuity of education during times of crisis.

The regression analyses further illuminate the complex interplay of factors contributing to the mental health crisis. The duration of closures emerged as a consistent and significant predictor of stress, anxiety, and depression. However, other factors, such as financial concerns, social isolation, academic disruption, and uncertainty about the future, also played significant roles. These findings suggest that a multi-faceted approach is needed to address the mental health needs of students affected by closures.

The significant gender differences observed in this study, with female students reporting higher levels of psychological distress and suicidal ideation, are consistent with previous research on gender disparities in mental health (Ahmed, 2019). These findings suggest that female students may be particularly vulnerable to the negative impacts of university closures, potentially due to a combination of factors, including higher levels of academic pressure, social expectations, and the greater burden of caregiving responsibilities that often falls on women in Sudanese society. The differences in mental health outcomes across faculties also suggest that certain academic disciplines may be associated with higher levels of stress and anxiety.

The qualitative findings provide valuable insights into the lived experiences of University of Khartoum students during closures. The themes of fear, uncertainty, financial hardship, social isolation, and loss of motivation highlight the profound impact of the closures on students' lives. These findings underscore the need for interventions that address not only the academic consequences of closures but also the broader social, economic, and psychological challenges faced by students. The qualitative data also shed light on the coping mechanisms employed by students, suggesting that while social support and religious practices can be helpful, they are often insufficient to alleviate the overwhelming distress caused by the prolonged and repeated closures.

Comparison with Existing Literature

The findings of this study align with and extend existing literature on the impact of university closures on student mental health. While previous studies, primarily conducted in the context of the COVID-19 pandemic, have documented increased stress, anxiety, and depression among students (Son et al., 2020; Wang et al., 2020; Elmer et al., 2020), this study highlights the even more severe consequences of closures in a context of prolonged political instability and conflict. The rates of psychological distress and suicidal ideation observed in this study are considerably higher than those reported in studies from more stable settings, underscoring the exacerbating effect of the Sudanese context.

Furthermore, this study contributes to the limited body of research on the mental health of students in conflict zones. The findings are consistent with studies on Palestinian and Sierra Leonean youth (Hassan et al., 2015; Betancourt et al., 2013), which have shown a strong association between exposure to political violence and trauma and adverse mental health outcomes. However, this study extends this research by focusing specifically on the impact of university closures as a unique stressor within a conflict-affected environment, and particularly within the context of a prestigious and historically significant institution like the University of Khartoum.

Implications for Policy and Practice

The findings of this study have significant implications for policy and practice at the University of Khartoum, as well as for other universities in Sudan and other conflict-affected regions. The study underscores the urgent need for a comprehensive and multi-faceted approach to addressing the mental health crisis among students affected by university closures.

Enhancing Mental Health Support Services

The University of Khartoum must prioritize the establishment of accessible and comprehensive mental health support services tailored to meet the specific needs of students affected by closures. These services should include:

Online Counseling and Therapy: Given the challenges of accessing in-person services during closures and due to displacement, the university should invest in developing robust online counseling and therapy platforms. These platforms should be staffed by qualified mental health professionals who are trained in providing culturally sensitive care and are familiar with the unique challenges faced by Sudanese students.

Crisis Intervention: A 24/7 crisis hotline staffed by trained professionals should be established to provide immediate support to students experiencing acute distress or suicidal ideation. This hotline should be widely publicized among the student body and easily accessible through various channels, including phone and online platforms.

Peer Support Programs: The university should establish and train peer support networks, where students can provide emotional support and guidance to their peers. Peer support programs can be particularly effective in reducing stigma and increasing help-seeking behavior, especially within the context of a shared cultural understanding.

Mental Health Awareness Campaigns: The university should launch comprehensive mental health awareness campaigns to reduce stigma, promote help-seeking behavior, and educate students about available resources. These campaigns should utilize various channels, including social media, student organizations, and university publications, to reach a wide audience.

Training for Faculty and Staff: Faculty and staff should receive training on how to identify and support students in distress. This training should equip them with the skills to recognize signs of mental health problems, provide basic support, and refer students to appropriate services.

Promoting Virtual Learning and Support Networks

The University of Khartoum should invest in developing robust virtual learning platforms and online support networks to help students maintain academic progress and social connections during closures. These platforms should:

Provide Access to Educational Resources: Ensure that students have access to all necessary learning materials, including lecture notes, readings, and online libraries, regardless of their location or internet connectivity. This may involve providing data packages or establishing partnerships with telecommunication companies to offer discounted internet access to students.

Facilitate Online Interaction: Incorporate features that facilitate online interaction between students and faculty, such as discussion forums, video conferencing, and virtual office hours. This can help maintain a sense of academic engagement and reduce feelings of isolation.

Create Online Social Spaces: Develop online platforms and communities where students can connect with their peers, share experiences, and provide mutual support. This can help foster a sense of belonging and mitigate the negative impact of social isolation.

Offer Online Tutoring and Academic Advising: Provide access to online tutoring and academic advising services to help students stay on track with their studies and address any academic challenges they may be facing.

Addressing Financial Concerns

The University of Khartoum, in collaboration with the Sudanese government and international organizations, should explore ways to address the financial concerns of students affected by closures. This could involve:

Emergency Financial Aid: Establishing an emergency fund to provide financial assistance to students facing hardship due to closures, covering expenses such as tuition fees, accommodation, and basic needs.

Tuition Fee Waivers or Reductions: Considering temporary tuition fee waivers or reductions for students affected by prolonged closures, particularly those from disadvantaged backgrounds or those who have been displaced.

Scholarships and Grants: Increasing the availability of scholarships and grants for students, particularly those from rural areas or those who have been displaced due to the conflict, to ensure they can continue their education despite financial hardship.

Partnerships with NGOs: Collaborating with non-governmental organizations (NGOs) to provide financial assistance, food aid, and other essential resources to students in need.

Policy Interventions

Policymakers, both within the university administration and at the national level, should recognize the critical role of education in national development and prioritize the continuity of education during times of crisis. This could involve:

Developing a National Strategy for Education in Emergencies: The Sudanese government should develop a comprehensive national strategy for ensuring the continuity of education during emergencies, including provisions for remote learning, mental health support, and financial assistance for students. This strategy should be developed in consultation with universities, student representatives, and relevant stakeholders.

Creating Emergency Education Funds: Establishing dedicated emergency education funds at both the national and university levels to support students and institutions during prolonged closures. These funds could be used to provide financial aid, support the development of online learning infrastructure, and ensure the continued operation of essential university services.

Implementing Flexible Academic Policies: The University of Khartoum should implement flexible academic policies that allow for the resumption of studies post-closure, such as adjusted academic calendars, alternative assessment methods, and credit transfer options. These policies should be designed to minimize the academic disruption caused by closures and to support students in completing their degrees.

Advocating for the Protection of Education: The university administration should actively advocate for the protection of education as a fundamental right, even during times of conflict and instability, and work with national and international partners to ensure the safety and security of students and educational institutions. This includes condemning attacks on schools and universities and holding perpetrators accountable.

Limitations and Future Research

This study has several limitations that should be acknowledged. First, the cross-sectional design limits the ability to draw causal inferences or to assess the long-term impact of university closures on students' mental health. Second, the reliance on self-reported data may be subject to recall bias and social desirability bias. Students may underreport or overreport their symptoms depending on their perceptions of stigma or their desire to present themselves in a certain way. Third, the sample, while relatively large for a study in this context, may not be fully representative of all University of Khartoum students, particularly those who do not have access to the internet or social media, which were the primary means of data collection. This could potentially bias the findings towards those who are more digitally connected. Finally, the ongoing instability in Sudan posed significant challenges to data collection and may have affected the response rate and the composition of the sample.

Future research should employ longitudinal studies to track changes in mental health over time and to better understand the enduring effects of university closures on students' well-being and academic trajectories. Such studies could also explore the effectiveness of different interventions aimed at mitigating the negative impacts of closures. Further research is also needed to explore the specific challenges faced by different subgroups within the University of Khartoum student population, such as those from rural areas, students with disabilities, or those who have been directly affected by violence or displacement. Qualitative research, including in-depth interviews and focus groups, could provide richer insights into the lived experiences of students during closures and help identify culturally appropriate coping mechanisms and support strategies. It could also shed light on the long-term consequences of these disruptions on students' career aspirations and life choices.

The university closures in Sudan, particularly at the University of Khartoum, have had a devastating impact on the mental health and well-being of students. The prolonged and repeated disruption of their academic lives, coupled with the uncertainty, social isolation, and financial strain caused by these closures, has led to increased levels of stress, anxiety, and depression among students, with a significant proportion contemplating suicide. This study provides compelling quantitative evidence of a severe mental health crisis among University of Khartoum students, a crisis that is undoubtedly mirrored in other educational institutions across the country.

Immediate and sustained action is required to address this crisis. This includes the provision of comprehensive and accessible mental health support services, the development of robust virtual learning and support networks, and the implementation of policy interventions that prioritize the continuity of education during times of crisis. Addressing the financial concerns of students is also crucial, as financial hardship is a significant contributor to psychological distress.

The future of Sudan depends heavily on the well-being and success of its educated youth. The University of Khartoum, as the nation's leading institution of higher learning, has a critical role to play in nurturing the next generation of leaders, thinkers, and professionals. Investing in the mental health of University of Khartoum students is not only a moral imperative but also a strategic investment in the future of Sudan. By taking decisive action to address this crisis, the university, the Sudanese government, and the international community can help to ensure that the current generation of students is not lost to the turmoil that has engulfed the country. Failure to act decisively will have profound and long-lasting consequences, not only for the individuals affected but for the entire nation. The time for action is now. The mental well-being of these students, and indeed the future of Sudan, depends on it.

Author Information

I am Mona Awad Ahmed Suliman, a passionate advocate for youth mental health and student empowerment, driven by a decade of experience in international policy, community leadership, and digital storytelling. During my internship at the United Nations High Commissioner for Refugees (UNHCR), I supported initiatives to address psychosocial challenges among displaced youth, deepening my commitment to mental health advocacy in underserved communities. 

As the General Coordinator of TEDx University of Khartoum, I designed platforms for students to share transformative ideas, prioritizing mental resilience and creative expression. 

Certified in Effective Communication for Healthy Outcomes and Community Organizing for Action (YALI), I integrate trauma-informed approaches into workshops and motivational talks, including events at the University of Khartoum. My fluency in English, Arabic, and French enables me to advocate for culturally relevant mental health resources, ensuring students feel seen and supported.   

• Named Best Sudanese Content Creator on LinkedIn (2022, 2023), I use digital platforms to destigmatize mental health struggles and amplify student voices.
• My mission is to empower students to thrive emotionally and academically, fostering communities where mental well-being is a cornerstone of success. 
• I declare no competing interests-financial, professional, or personal—that could influence or bias the work reported in the manuscript titled “The Devastating Impact of University Closures on the Mental Health of University of Khartoum Students: A Quantitative Exploration”.
• This research was conducted independently, and no financial or institutional support was received from any entity that could pose a conflict of interest. All findings and conclusions are based solely on objective analysis of the data collected. 
• This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
• The datasets generated and analyzed during this study are available from the corresponding author upon reasonable request
• Due to the ongoing war in Sudan and the subsequent closure of institutional review boards at Sudanese universities, formal ethical approval could not be obtained for this study. However, all ethical principles were rigorously upheld during data collection. The research adhered to the 1964 Helsinki Declaration and its later amendments. Participants were fully informed about the study’s purpose, procedures, and their right to withdraw at any stage without consequences. No pressure or coercion was applied and participation was entirely voluntary. 

Additional Declarations

No competing interests reported.