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Background: Dental education is academically demanding and often exposes students to substantial psychological pressure. Continuous academic workload, clinical responsibilities, examinations, and patient management may contribute to increased levels of depression, anxiety, and stress, ultimately affecting students' academic performance, clinical competence, and overall well-being. Aim: To assess the prevalence and severity of depression, anxiety, and stress among dental students of a dental college in Amargadh using the Depression Anxiety Stress Scale (DASS-42), and to evaluate the association between year of study and psychological distress. Materials and Methods: A cross-sectional questionnaire-based study was conducted among 373 undergraduate and postgraduate dental students. Demographic information, including year of study, sex, marital status, family type, accommodation, and first choice of professional admission, was collected. Psychological status was assessed using the validated DASS-42 questionnaire. Participants were classified into standard severity categories for depression, anxiety, and stress. Descriptive statistics were used to summarize the data, while the Pearson Chi-square test was applied to evaluate the association between year of study and the DASS domains. A p-value <0.05 was considered statistically significant. Results: Moderate depression was observed in 46.21% of participants, while 23.14% demonstrated severe depression. Moderate anxiety was present in 45.21% of participants, with 19.71% classified as having severe anxiety. Moderate stress was identified in 42.21% of students, whereas 23.78% experienced severe stress. Anxiety emerged as the most prevalent psychological concern among the study population. No statistically significant association was observed between year of study and depression, anxiety, or stress (p>0.05). Conclusion: A considerable proportion of dental students experienced moderate to severe psychological distress. The findings emphasize the need for routine mental health screening, accessible counselling services, and institution-based stress management programmes to promote psychological well-being throughout dental education.