Assessment of Stress Levels and Coping Strategies Among Students at a Dental School in Southern California

Abstract

Objective: The purpose of this study is to assess stress levels among dental students at a dental school in Southern California and identify major stressors and common coping strategies utilized by students. Materials and Methods: A cross-sectional survey was distributed to dental students from the classes of 2025–2028 (N = 464). The 32-item survey included demographics, Dental Environment Stress (DES) questionnaire, and questions on stress coping strategies. The DES questionnaire rates 24 academic, clinical, social, and personal stressors on a five-point Likert scale (1 = not stressful to 5 = highly stressful), yielding total scores from 24 to 120. Quantitative data were analyzed using descriptive statistics, t-tests, and correlation analyses. Open-ended responses were thematically analyzed to identify perceived needs for institutional support. Results: A total of 218 students responded (response rate: 46.9%). Mean DES score was 55.5 (SD = 18.7), with no statistically significant difference between males and females (p = 0.090). Top stressors included examinations and grades (mean = 3.5), patient care responsibilities (mean = 3.1) and amount of classwork (mean = 3.0). Common coping strategies were socializing (73.9%), hobbies (66.1%), and physical activity (63.8%). Higher use of coping strategies was significantly associated with higher stress (r = 0.562, p < 0.001). Students who perceived institutional resources more favorably also reported lower stress levels (r = −0.272, p < 0.001). Open-ended responses emphasized the need for free food and snacks, mental health services, academic flexibility, and social support. Conclusion: Dental students experience moderate to high stress, primarily from academic and clinical sources. While personal coping strategies help reduce stress, students also identified a need for enhanced institutional support. Practical Implications: Enhancing access to institutional mental health resources and fostering supportive environments could not only improve students’ immediate well-being but also prepare them for long-term success and emotional resilience in their professional careers.