Les difficultés psychologiques des étudiants sont bien connues en matière de stress, d’anxiété et de dépression (1–3) et de problématiques addictives (4–7). Toutefois, la littérature scientifique manque de données récentes sur les problématiques psychotraumatiques des étudiants français (8–10). Afin de compléter les recherches quantitatives, nous avons mis en place une démarche exploratoire qualitative pour laisser émerger d’éventuelles difficultés psychologiques insoupçonnées ou méconnues et approfondir les besoins perçus par les étudiants, pour contribuer à mieux cibler les interventions psychologiques.

135 étudiants âgés en moyenne de 21 ans (83,7 % de femmes ; n=113) ont participé à une enquête qualitative en ligne portant sur la perception de leurs difficultés psychologiques.

Les résultats ont fait l’objet d’une analyse lexicométrique (logiciel Iramuteq). Il ressort une détresse psychologique de nature anxiodépressive importante (e.g. stress, angoisse, solitude, isolement) et des problématiques économiques, financières, relationnelles et organisationnelles extrêmement prégnantes.

Bien que la question du psychotraumatisme et des événements traumatogènes ne soit pas ressorties dans les analyses, l’aspect cumulatif des facteurs décrits précédemment pourrait être potentiellement traumatique et nécessiterait une évaluation ciblée.

Cette étude montre l’intérêt des pratiques qualitatives en recherche et l’urgence d’adapter les conditions d’études et de proposer des prises en charge psychologiques adaptées aux étudiants au sein même de l’université.

Psychological difficulties among university students. University students face significant psychological challenges. According to the National Observatory of Student Life [11], 30% of surveyed students (N=60,014) reported psychological distress, characterized by anxiety and depressive symptoms. These mental health issues are linked to lower academic performance and decreased future professional success. Additionally, addictive behaviors are prevalent among students. In 2015, 11% of men and 6% of women regularly consumed cannabis, while 40% of students drank alcohol at least once a week (4). The COVID-19 pandemic further exacerbated anxiety, depression, and substance use, particularly among already vulnerable students.

Psychological distress and addictive behaviors are often associated with trauma-related symptoms, including post-traumatic stress disorder (PTSD). A 2005 study in France reported a PTSD prevalence of 2.32% in the general population, rising to 5.29% among individuals aged 18–29. Women are more frequently affected, with severe cases being more common than moderate ones. PTSD correlates with lower academic performance and increased dropout risks. Since the #MeToo movement in 2017, more student victims have spoken out, particularly about sexual violence within university settings. Research suggests that trauma occurring within an institutional setting (e.g., university) or perpetrated by institutional members (e.g., professors, administrators, fellow students) exacerbates PTSD symptoms. However, studies on PTSD among French university students remain limited.

Despite widespread psychological distress, students often struggle to access healthcare. Surveys highlight financial constraints, housing difficulties, and lack of social support as barriers to seeking care (12,13). In 2019, one-third of students reported forgoing medical consultations due to cost concerns or the belief that their symptoms would resolve on their own. This limited access to care can further exacerbate mental health issues and negatively impact academic success.

This study aimed to explore students’ subjective perceptions of their psychological difficulties through an anonymous qualitative survey. Of the 438 respondents, only 135 provided complete responses. The study followed ethical guidelines, adhering to the Helsinki Declaration.

The qualitative data were analyzed using IRAMUTEQ, a text analysis software that employs Reinert's hierarchical classification method to identify thematic categories.

University as an anxiety-provoking environment: Students frequently reported stress, anxiety, and imposter syndrome. Financial precarity and perceived administrative inefficiencies further contributed to their distress.

Many students described excessive workloads, lack of free time, sleep deprivation, and difficulties maintaining a healthy lifestyle.

The pandemic exacerbated feelings of isolation, reduced motivation, and increased anxiety, leading to long-term psychological effects.

Financial instability forced many students to balance work and studies, affecting their mental health and performance. They also expressed frustration over inadequate institutional support.

Anxiety was also linked to external stressors such as economic instability, climate change, and global crises. Relationship difficulties, family estrangement, and lack of social support further contributed to their distress.

The findings suggest that cumulative stressors contribute to depressive symptoms,

Students perceive universities as unsupportive, with faculty and administration seen as indifferent to their struggles. Whether this external attribution of blame may serve, as part, as a psychological defense, fostering better communication between students and university staff remains essential.

Despite high rates of addiction and PTSD in quantitative studies, these issues were not prominently mentioned by participants. Possible explanations include: a lack of personal relevance or awareness; stigma and reluctance to disclose sensitive issues; the question's wording may have unintentionally steered responses toward more general academic concerns. However, the potential accumulation of stressful life events (“small-t trauma”) could lead to PTSD-like symptoms, despite not meeting clinical trauma criteria.

The sample was predominantly female and composed mainly of first-year humanities students, limiting generalizability.

Strengthening mental health support services: university health services require greater resources to address student needs. Peer-support programs, such as KORSA, and early mental health intervention initiatives should be expanded.

Should integrate mental health literacy into curricula, covering stress management, emotional regulation, and resilience training.

Socioeconomic struggles exacerbate psychological distress. Policymakers must prioritize financial aid programs to alleviate student hardships. Enhancing institutional support: universities should foster open dialogue between students and faculty to create a more supportive academic environment.The study underscores the urgent need for systemic reforms to improve student well-being and mental health care access in university settings.