Relationship between Mental Health and Physiological Markers in Learners

Abstract

Background: Mental health is a key determinant of academic success and overall well-being among learners. Psychological conditions such as stress, anxiety, and depression have been increasingly associated with physiological alterations, including changes in hormonal levels, cardiovascular responses, and sleep cycles. Understanding this relationship is essential in medical students who are frequently exposed to academic pressure and clinical responsibilities.

Objective: This study aimed to assess the relationship between mental health status and selected physiological markers among learners at Rawalpindi Medical University, and to evaluate the impact of these factors on academic functioning.

Methodology: A cross-sectional study was conducted involving 220 undergraduate medical students aged 18–25 years at Rawalpindi Medical University. Mental health was assessed using the Depression Anxiety Stress Scales (DASS-21). Physiological markers included salivary cortisol levels, heart rate variability (HRV), blood pressure, and sleep quality, measured through wearable monitoring devices and structured questionnaires. Statistical analysis was performed using Pearson correlation and multiple regression models to determine associations between variables.

Results: The results indicated a significant association between poor mental health and adverse physiological changes. Among 220 medical students at Rawalpindi Medical University, a high prevalence of stress (38%), anxiety (34%), and depression (29%) was observed.
Significant physiological alterations included elevated cortisol, reduced HRV, increased blood pressure, and poor sleep quality. Mental health variables showed strong correlations with physiological markers, particularly stress with cortisol and anxiety with HRV (p < 0.001).
Overall, psychological distress was strongly associated with measurable biological dysregulation in students.

Conclusion: The findings demonstrate a clear relationship between mental health and physiological markers among learners at Rawalpindi Medical University. Psychological distress is reflected in measurable biological responses that can impair academic performance. These results highlight the need for institutional strategies that integrate mental health support with physiological health monitoring to promote student well-being and optimize learning outcomes.