Correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan: A cross-sectional study

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BACKGROUND The impact of mental health, including anxiety, on academic performance has been studied in several countries, but few data exist for Sudan. AIM To investigate the correlation between anxiety scores and academic performance among adolescent schoolchildren in Northern Sudan. METHODS This cross-sectional study was carried out during the 2021–2022 academic year among schoolchildren from randomly selected schools in Almatamah locality, River Nile State, Northern Sudan. A questionnaire was used to collect the participants’ sociodemographic data. Anxiety levels were assessed using the questionnaire tools of the General Anxiety Disorder 7-item scale. Students’ academic performance scores were obtained from school records. Multivariate linear regression was performed. RESULTS A total of 328 students participated in this study, comprising 156 boys (47.6%) and 172 girls (52.4%). The median [interquartile range (IQR)] age of the students was 14.9 years (13.9–15.6 years). The median (IQR) of the students’ academic scores was 27.6% (22.2%–48.1%). The median (IQR) of the students’ anxiety scores was 0 (0–3). In univariate linear analysis, anxiety scores were positively associated with academic performance scores (coefficient = 1.19, P value < 0.001). In multivariate linear analysis, after controlling for age, sex, parental education, occupation, and body mass index-Z-score, anxiety scores were positively associated with academic performance scores (coefficient = 0.60, P value < 0.001). CONCLUSION The current study revealed a positive correlation between anxiety scores and students’ academic performance scores. However, the association between mental health disorders, including anxiety, and academic performance is a complex issue. Therefore, further studies are recommended.