Voprosy pitaniia · 2025
[The influence of vitamin D status on anxiety and depression in students in different seasons of the year].
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Tarasov A V, Rakhmanov R S, Skoblina N A, Bogomolova E S
Аннотация
UNLABELLED: The academic demands and lifestyle of university students contribute to the development of stress, anxiety, and depression, with micronutrient deficiencies, including vitamin D insufficiency, among the contributing risk factors. The aim of the research was to evaluate the impact of vitamin D status on anxiety and depression in students by season.
MATERIAL AND METHODS: A study was conducted in September-October (n=100, including 64 girls and 36 boys) and April-May (n=94, including 70 girls and 24 boys) among students of 1st-5th years. Anxiety and depression were assessed using the Hospital Anxiety and Depression Scale (HADS), with scores ≤7 indicating no clinically significant symptoms, 8-10 - subclinical symptoms, and ≥11 - clinically significant symptoms. Plasma 25-hydroxyvitamin D [25(OH)D] levels were measured using ELISA.
RESULTS: Anxiety and depression were recorded in 25.0 and 11.0% of students in autumn, increasing to 50.0 and 29.8% in spring, respectively. In spring, the prevalence of clinically significant anxiety (from 6.0±2.5 to 25.5±4.5%, p=0.001) and subclinical depression (from 9.0±3.0 to 24.5±4.3%, p=0.001) rose. Median 25(OH)D level was 1.9-fold lower in spring than in autumn (10.16 [8.02; 13.85] vs 19.16 [16.41; 22.90] ng/ml, р<0.001) with no significant gender differences. The prevalence of severe deficiency increased 9.6-fold in spring, while insufficiency decreased 4.9-fold. In spring, the proportion of students with severe vitamin D deficiency increased from 8.4±3.5 to 54.2±6.7% among males and from 3.1±1.8 to 45.7±7.4% among females, while the prevalence of insufficiency decreased from 33.3±8.1 to 8.4±4.5% and from 37.5±7.9 to 7.1±3.6%, respectively. The correlation between vitamin D status and anxiety scores increased from weak to moderate (r =-0.39 to -0.56), and between vitamin D status and depression scores from very weak to moderate (r =-0.22 to -0.52); all correlations were statistically significant, supporting the role of vitamin D status in the development of these conditions.
CONCLUSION: These findings support the implementation of biochemical screening to identify students with low vitamin D status and the initiation of supplementation at the beginning of the academic year.
MATERIAL AND METHODS: A study was conducted in September-October (n=100, including 64 girls and 36 boys) and April-May (n=94, including 70 girls and 24 boys) among students of 1st-5th years. Anxiety and depression were assessed using the Hospital Anxiety and Depression Scale (HADS), with scores ≤7 indicating no clinically significant symptoms, 8-10 - subclinical symptoms, and ≥11 - clinically significant symptoms. Plasma 25-hydroxyvitamin D [25(OH)D] levels were measured using ELISA.
RESULTS: Anxiety and depression were recorded in 25.0 and 11.0% of students in autumn, increasing to 50.0 and 29.8% in spring, respectively. In spring, the prevalence of clinically significant anxiety (from 6.0±2.5 to 25.5±4.5%, p=0.001) and subclinical depression (from 9.0±3.0 to 24.5±4.3%, p=0.001) rose. Median 25(OH)D level was 1.9-fold lower in spring than in autumn (10.16 [8.02; 13.85] vs 19.16 [16.41; 22.90] ng/ml, р<0.001) with no significant gender differences. The prevalence of severe deficiency increased 9.6-fold in spring, while insufficiency decreased 4.9-fold. In spring, the proportion of students with severe vitamin D deficiency increased from 8.4±3.5 to 54.2±6.7% among males and from 3.1±1.8 to 45.7±7.4% among females, while the prevalence of insufficiency decreased from 33.3±8.1 to 8.4±4.5% and from 37.5±7.9 to 7.1±3.6%, respectively. The correlation between vitamin D status and anxiety scores increased from weak to moderate (r =-0.39 to -0.56), and between vitamin D status and depression scores from very weak to moderate (r =-0.22 to -0.52); all correlations were statistically significant, supporting the role of vitamin D status in the development of these conditions.
CONCLUSION: These findings support the implementation of biochemical screening to identify students with low vitamin D status and the initiation of supplementation at the beginning of the academic year.