Abstract:

Introduction:
The time spent in college is a transitional stage, where students face a change of adaptation to a social environment, to the load and academic pressure and excessive demands. Currently the presence of disorders such as anxiety, stress and depression are more common in higher education communities, due to academic and work demands, especially when trying to reintegrate into life after the pandemic by COVID-19 and maintain a state of psychological, social and emotional well-being today, has become a challenge for students, families and teachers.
Psychological disorders tend to interfere with professional and academic development, as well as influence the emotional state, hindering the university and psychosocial process.
Higher education students are at high risk of suffering mental health disorders related to academic demands, financial situation and social interaction, making it difficult for them to carry out their daily activities and therefore affecting their academic performance.
Undoubtedly, another challenge has been to reintegrate to face-to-face education with psychoemotional damage, therefore, this paper addresses the impact of stress disorders, depression and anxiety in university students. Academic stress is considered as an adaptive and psychological process that can occur when the student is subjected to demands valued as stressors that produce a systemic imbalance manifesting itself through a series of symptoms that force students to opt for some coping measures to restore the systemic balance.
The objective was: to identify the impact of stress, depression and anxiety related to the academic load after the COVID pandemic, in students of the Dental School of the Universidad Veracruzana.

Methodology:
This is a quantitative observational descriptive correlational descriptive cross-sectional study based on a survey of students belonging to the Universidad Veracruzana, Veracruz region.
A questionnaire was applied to the general population using the Anxiety, Depression and Stress Scale (DASS-21) used to detect the intensity of symptoms related to mental health problems. As well as the SISCO scale of academic stress, to identify the main factors that tend to be the major stressor stimuli.

Results:
In 256 students of the Universidad Veracruzana, anxious symptomatology predominates, leading the extremely severe. Twenty-one percent of the students showed severe stress and 18% an extremely severe level, being a high-risk group because they may experience moments of emotional tension. Thirty-seven percent of the participants scored below the DASS scale21. Fourteen percent experience severe anxiety and 38% experience extremely severe anxiety. 33% of the students are worried about the school situation.

Conclusions:
The increase of stressful, depressive and anxious symptomatologies is increased due to work overload in university students. The study was limited by the refusal of the participants to answer the questionnaire because they did not accept suffering from any psychological disorder, due to the social stigma that still exists about these disorders.

Recommendations:
Identify students with disorders and provide them with professional help.
Practice relaxation exercises, go to therapy, exercise, healthy diet.

Keywords:

Stress, depression, anxiety, university students.