Exploring the mental health of doctoral students in Pakistan

Purpose This study aimed to investigate the mental health (MH) of 248 doctoral students (DS) enrolled in universities across Punjab and Islamabad, Pakistan, by examining the prevalence of depression, anxiety and stress (DAS) symptoms using the 21-item English version of the Depression, Anxiety and Stress Scale (DASS-21) (Lovibond and Lovibond, 1995). Design/methodology/approach Alongside DASS-21, a custom Student Supports Questionnaire and Major Stressful Life Events checklist were used to assess personal, community and institutional supports. Relationships among these supports, demographics and DASS-21 subscales were analyzed. Findings Approximately 20.8%, 47.5% and 11.8% of participants reported severe to extremely severe levels of DAS, respectively. One in four had accessed health or counselling services in the prior year. Family, friends and supervisors were key support sources, each serving distinct roles. Lower DAS scores were linked to support perceived as adequate, while multiple stressful life events correlated with higher distress. Research limitations/implications Results are discussed in terms of gaining a more comprehensive understanding of the MH of DS in Pakistan, plus the need for ongoing mapping and monitoring of the MH (and well-being) of doctoral students to maximize doctoral outcomes in Pakistan. Practical implications Advocacy is provided for future interventions that focus on the strength and quality of identified supports plus consideration of the distinctive intellectual demands of doctoral study, not limited to context, learning dispositions and self-management of affect. Social implications The authors hope to inform and educate public attitude toward DSMH and guide future research aimed at enhancing DS well-being in Pakistan and similar global contexts. Originality/value Findings highlight the need for ongoing monitoring of DSMH in Pakistan and advocate for interventions that strengthen support quality and address the unique intellectual demands of doctoral study, including context, learning disposition and emotional self-regulation.