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Objective: Periodontitis is a prevalent chronic inflammatory disease, with growing evidence suggesting a link to psychological factors such as stress and anxiety. University students, who frequently experience elevated psychological stress, may be particularly susceptible to periodontal issues. This study aimed to examine the relationship between stress levels, anxiety status, and periodontitis in university students, and to assess the potential influence of psychological factors on periodontal health.
Methods: The study sample comprised 240 university students. Participants were categorized post hoc according to their periodontal status and psychological assessment scores. Periodontal health was evaluated using the Community Periodontal Index (CPI), while stress and anxiety levels were measured with the Perceived Stress Scale-14 (PSS-14) and the Generalized Anxiety Disorder-7 (GAD-7), respectively. Statistical analyses included chi-square tests and multivariable logistic regression models to examine associations between psychological factors and periodontitis, adjusting for potential confounding variables.
Results: Among the participants (mean age: 21.70 ± 3.16 years), 43.3% were diagnosed with periodontitis. The mean age was 21.78 ± 3.32 years in the non-periodontitis group and 21.24 ± 2.06 years in the periodontitis group. Anxiety was prevalent: 33.8% had no anxiety, 30.8% had mild, 22.1% had moderate, and 13.3% had severe anxiety. Reported stress levels were 35.0% normal, 48.8% high, and 16.3% very high. Anxiety levels were significantly associated with an increased risk of periodontitis ( < 0.001). After adjusting for a range of potential confounders, including but not limited to gender, age, education level, smoking, and oral hygiene practices, individuals with mild, moderate, and severe anxiety had 8.391 (95% CI: 2.776-25.362), 11.423 (95% CI: 3.116-41.872), and 46.196 (95% CI: 10.414-204.921) times higher odds of developing periodontitis, respectively, compared to those without anxiety. In contrast, stress levels were not significantly associated with periodontitis after adjustment ( > 0.05).
Conclusion: Anxiety was significantly associated with periodontitis in university students, highlighting the importance of addressing anxiety as part of periodontal disease prevention and management strategies in this population.
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http://dx.doi.org/10.2147/JIR.S530138 | DOI Listing |
Sud Med Ekspert
January 2025
Russian University of Medicine, Moscow, Russia.
Unlabelled: In 2024, the 200th anniversary of the first domestic work devoted to the study of gunshot injury was celebrated.
Objective: To present little-known information from the biography of its author, Professor P.P.
J Sch Nurs
September 2025
Indiana University School of Nursing, Indianapolis, IN, USA.
To provide foundational information for the development of a training program to prepare school nurses to deliver a mental health focused SBIRT (Screening, Brief Intervention, Referral to Treatment) approach, this study aimed to describe how school nurses perceive their role in addressing student mental health concerns and determine if these perceptions align with the components of SBIRT. We used content analysis to summarize open-ended survey responses of 38 school nurses to the question "What role do school nurses play in addressing student mental health?" Findings revealed 19 responses aligned with at least one component of SBIRT, one aligned with all three, and 30 focused mainly on forming trusting relationships with students. We conclude school nurses do not implement SBIRT in a systematic way but view its components as consistent with their role.
View Article and Find Full Text PDFMol Biol Rep
September 2025
Behbahan Faculty of Medical Sciences, Behbahan, Iran.
Eur J Psychotraumatol
December 2025
Department of Psychology, University of Bath, Bath, UK.
Exposure to traumatic events is common amongst children from refugee backgrounds. Given the restricted access of refugee children to formal specialist resources and disrupted parental support mechanisms in low- and middle-income countries (LMICs), teachers are increasingly expected to be the primary responders to the complex psychosocial needs of trauma-exposed refugee children. However, despite LMICs hosting over two-thirds of the world's refugee children, our current knowledge of how teachers respond to these needs is predominantly drawn from studies conducted in well-resourced, high-income countries, which fails to capture the unique experiences of teachers in inadequately resourced schools in LMICs.
View Article and Find Full Text PDFJ Youth Adolesc
September 2025
University of California, Davis, CA, USA.
School interethnic climate has interpersonal and intrapersonal implications for adolescent development, but little is known of how it influences their psychological adjustment over time, let alone what drives this influence. This study examined whether two components of identity-school belonging perceptions and ethnic-racial identity beliefs-mediate the association between 10th grade perceptions of school interethnic climate and 12th grade psychological adjustment. The analytic sample includes 849 students (50% girls; 30% Latinx, 27% White, 16% Asian/Pacific Islander, 18% Multiethnic, 6% African American/Black, 3% Other).
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