Association of Conflict-Affected Environment on Ethiopian Students’ Mental Health and Its Correlates During COVID-19 Era

BACKGROUND: Ethiopia has seen the largest number of conflict-induced displacement. Mental disturbance has been identified as a major public health concern among conflict-affected people, including students. Due to the effect of continuous unfold of the COVID-19 epidemic in the conflicted affected setting, the mental health problem tends to be increased. This creates a double burden for students from conflict affected setting after school re-opening. As a result, the goal of this research was to evaluate the mental health impact and its correlates in students from conflict affected setting, Ethiopia. OBJECTIVE: To assess the association of conflict-affected environment on Ethiopian students’ mental health and its correlates during COVID-19 era. METHODS: From April 1 to 30, 2021, an institutional-based cross-sectional survey was undertaken. A total sample of 795 students were participated through a systematic random sampling technique. The Kessler Psychological Distress Scale was used to assess mental distress (K10). The correlation between outcome and explanatory variables was investigated using bivariate and multivariate logistic regression analyses. RESULTS: A total of 795 people were examined, with a 100% response rate. Mental distress was reported about 59.4% with a 95% CI of 57% to 62.9%. Conflicted related sexual abuse (AOR = 4.1, 95% CI 2.37 to 6.94), witnessed shooting (AOR = 3.49, 95% CI 2.7 to 5.89), threat to security and safety (AOR = 2.23, 95% CI 1.29 to 3.87), being female (AOR = 3.01, 95% CI 1.61 to 5.44), and poor academic performance (AOR = 2.1, 95% CI 1.08 to 4.08) were found to be substantially correlated. CONCLUSION: Students from conflict-affected areas are at high risk of mental distress. Therefore, the ministry of health, ministry of education of Ethiopia and humanitarian organizations should work collaboratively in providing consistent school-based psychosocial support and appropriate intervention for students.