Effectiveness of Cognitive Behavioural Therapy in Reducing Depression and Anxiety Among University Students: An Experimental Study.

BACKGROUND: Depression and anxiety are among the most prevalent mental health problems affecting university students and are associated with impaired academic performance, emotional distress and reduced quality of life. Cognitive behavioural therapy (CBT) is an evidence-based intervention that has demonstrated effectiveness in reducing symptoms of depression and anxiety; however, intervention-based studies among Indian university students remain limited. PURPOSE: The present study aimed to evaluate the effectiveness of CBT in reducing symptoms of depression and anxiety among university students from medical, paramedical and non-medical academic streams. METHODS: A total of 600 university students were screened using the Depression Anxiety Stress Scale-21 (DASS-21). Of these, 180 students meeting the inclusion criteria and exhibiting mild to moderate symptoms of depression and/or anxiety were selected for the study. Participants were randomly assigned to a CBT intervention group (n = 90) or a control group (n = 90). The intervention group received an eight-session structured CBT programme, while the control group continued routine academic activities. Depression and anxiety levels were assessed before and after the intervention using the DASS-21. Data were analysed using repeated measures analysis of variance (RM-ANOVA). RESULTS: The CBT group demonstrated significant reductions in both depression and anxiety scores from pre-test to post-test, whereas the control group showed minimal change. RM-ANOVA revealed significant main effects of time and significant time × group interaction effects for both depression and anxiety (p < .001), indicating that improvements were significantly greater among participants who received CBT. CONCLUSION: The findings provide empirical evidence supporting the effectiveness of CBT in reducing depression and anxiety among university students. The results highlight the potential value of integrating structured CBT-based mental health interventions within higher education institutions to promote psychological well-being and academic functioning.