Depression anxiety stress and job satisfaction among Sudanese displaced teachers in 2025

Background: Teachers play a critical role in shaping educational outcomes and societal development. However, the teaching profession is associated with significant psychological stressors that may contribute to mental health problems such as depression, anxiety, and stress. In conflict-affected settings, displacement further exacerbates these challenges. Sudanese teachers displaced due to ongoing conflict face additional socioeconomic and occupational stressors that may negatively influence both their mental well-being and their level of job satisfaction. Objective: This study aims to assess the prevalence and severity of depression, anxiety, and stress among Sudanese displaced teachers and to evaluate their level of job satisfaction. Additionally, the study seeks to examine the relationship between mental health indicators and job satisfaction within this population. Methods: A community-based descriptive cross-sectional study will be conducted among Sudanese displaced teachers working in Sudanese schools in Egypt between May and July 2025. A sample size of 385 participants will be selected using a non-probability convenience sampling technique. Data will be collected using a self-administered questionnaire consisting of demographic variables, the Arabic validated version of the Depression Anxiety Stress Scale (DASS-21), and items assessing job satisfaction. Data will be analyzed using the Statistical Package for Social Sciences (SPSS) version 25. Descriptive statistics and chi-square tests will be used where appropriate, with statistical significance set at p< 0.05. Results: Among 137 teachers, most were female (65%), married (72.3%), and aged 36–45 years (40.1%). While the majority had normal levels of depression (62%), anxiety (51.8%), and stress (65.7%), notable proportions experienced moderate-to-extremely severe symptoms: (24.8%) for depression, (34.1%) for anxiety, and 20.5% for stress. Higher distress levels were observed among females, unmarried teachers, and those with fewer years of experience, with anxiety decreasing significantly as experience increased (p=0.024). Nearly half (46%) reported that displacement negatively affected teaching quality. Job satisfaction (54.7%) was inversely associated with psychological distress. Significant associations were found between depression and anxiety with teaching quality (p<0.05). Conclusion:This study highlights a considerable burden of psychological distress among displaced Sudanese teachers, with clear implications for both job satisfaction and teaching quality. A substantial proportion of participants experienced moderate-to-severe depression, anxiety, and stress. The inverse relationship between mental health and job satisfaction, along with the significant association with teaching performance, emphasizes the functional impact of these conditions. These findings underscore the need for integrating targeted mental health support and supportive workplace strategies to improve teacher well-being and sustain educational quality in displacement settings.