Cárie dentária e fatores associados em estudantes universitários com deficiência da Universidade Federal do Rio Grande do Norte

Abstract

In Brazil, the population with disabilities accounts for approximately 8.9%, exhibiting significant inequalities in access to and quality of health services, including oral health. This study aimed to evaluate the situation of dental caries and its associated factors among university students with disabilities at the Federal University of Rio Grande do Norte (UFRN), assisted by the Secretariat of Inclusion and Accessibility. It is a cross-sectional observational study, with data collected through structured interviews and clinical dental examinations, using the DMF-T index to assess caries experience, along with the Oral Impacts on Daily Performance (OIDP) instrument to evaluate subjective perception of oral health. The sample consisted of 43 university students with different types of disabilities, predominantly physical disabilities (44.2%) and Autism Spectrum Disorder (32.6%). Most participants were aged 26 years or older (58.1%), male (55.8%), and selfidentified as Black (51.2%). The DMFT index showed a mean of 8.58 (SD = 6.56) and a median of 9, with an interquartile range between 3 and 13. Results showed a significant association between age and caries experience (p = 0.001), highlighting the cumulative nature of oral damage. It was also observed that recent dental care seeking (p = 0.003) and negative evaluations of received treatment (p = 0.006) were related to higher DMF-T scores, suggesting a reactive and unsatisfactory pattern of care. Furthermore, psychosocial aspects, such as stress related to oral condition (p = 0.012) and embarrassment to smile or speak (p = 0.004), showed a strong correlation with poorer oral health. Detailed tooth analysis revealed greater involvement of posterior teeth, especially molars, reinforcing the need for targeted preventive strategies in these regions. The findings underscore the complexity of oral health among university students with disabilities, emphasizing that dental caries is not merely a clinical marker but an indicator of inequalities and barriers faced by this population in academic and health contexts. Finally, the importance of integrated interventions addressing clinical, social, and psychosocial dimensions is highlighted to promote equity and full inclusion of these students, strengthening public policies and fostering more welcoming and effective care practices.