ABSTRACT
Depression and anxiety among students in higher education are well-established public health concerns with rates that have steadily increased over the past several decades. The global COVID-19 pandemic caused a need for rapid transition on campuses to online learning, a disruption of research, and uncertainty about meeting program requirements and employment. Graduate students often feel overlooked at the best of times and the potential for the pandemic to worsen this perception cannot be understated. This study examined the rates of self-reported depressive and anxiety symptoms among graduate students who were located at the national epicenter of the COVID-19 pandemic in the United States in the spring of 2020. Demographic characteristics, loneliness, and coping to determine potential risk and protective factors were also examined. A comprehensive online survey was created including the University of California Los Angeles (UCLA) 3-Item Loneliness Scale, the Patient Health Questionnaire Depression Scale (PHQ-9), and the Generalized Anxiety Disorder scale (GAD-7). Descriptive statistics, Pearson's chi-squared test, Spearman's correlation, and unadjusted and adjusted multivariable logistic ordinal regression models were used to describe the sample and to assess factors associated with depression and anxiety. 341 surveys were analyzed;respondents had a mean age of 31.88, 68% were female, 63% were White, and 23% identified as lesbian/gay/bisexual. Approximately 89% of students reported moderate-severe depression, and 76% moderate-severe anxiety. Risk factors associated with depression (p < 0.05) were being "sometimes' lonely”, "often/always lonely”, and time spent searching COVID-19 information. Emotional support, having children, and perceived emotional/mental health were protective against depression (p < 0.05). Risk factors associated with anxiety were "‘often/always lonely”, identifying as lesbian/gay/bisexual, and time searching COVID-19 information. Coping, having children, being born outside of the U.S., and perceived emotional/mental health were protective against anxiety (p < 0.05). Based on study findings, it is recommended that universities include more focused interventions for graduate students in consideration of their unique personal and professional needs. Graduate students are part of the emerging professional workforce and as such employers are also advised to integrate wellness and mental health programs and interventions into their employee assistance programs.