BACKGROUND:
The rapid expansion of digital higher education in low- and middle-income countries has reshaped learning environments while introducing new inequities that may affect mental health and access to care. Digital barriers here termed digital friction may function as an under-recognized social determinant of mental health service utilization.

OBJECTIVES:
This study examined: (1) the population burden of psychological distress and quality of life among Nigerian distance learners; (2) the association between digital friction and mental health service utilization; and (3) demographic and geographic disparities in access to care.

METHODS:
We analyzed data from a national cross-sectional survey of 4,612 undergraduate and postgraduate distance learners across Nigeria’s six geopolitical zones. Validated instruments assessed psychological distress (DASS-21), quality of life (WHOQOL-BREF), digital friction, and mental health service utilization. Multivariate regression models identified predictors of distress and service access.

RESULTS:
High psychological distress was common, yet only 18% of distressed students reported accessing any form of mental health support. Higher digital friction was significantly associated with greater distress (β=0.32, p<0.001), lower quality of life, and reduced likelihood of service utilization, independent of stigma. Geographic location, digital literacy, and service awareness emerged as stronger predictors of access than attitudinal barriers.

CONCLUSIONS:
Digital learning environments constitute an important public health space influencing both mental health risk and access to care. Without targeted strategies to reduce digital friction and address geographic inequities, digital mental health initiatives may exacerbate existing disparities. Public health policy must integrate digital equity considerations into student mental health planning.