More studies into a more standardized distribution of school performance standards would have to be performed in order to check the findings. Further disadvantages include ethnicity, ethnicities, and socioeconomic status, hence the possibility of over and under representations of many social classes, leading to distorted outcomes. For better outcomes, a survey of a greater population and an overview of demographics will need to be done. In addition, further research should also explore additional stages of qualifications, such as a doctoral degree. The ages of participants were not defined, assuming those seeking their education are adults. Although the data obtained was based on a self-report questionnaire, it was presumed that all responses were honest. With no proof of the diagnosis of suicide, the depression counts purely based on the responses to the questionnaire that could not have been the most accurate. The use of accredited depression scales to assess rates will produce concrete data from the ore. Summary and Conclusion The study's findings were insufficient in suggesting that a higher degree of schooling reduces the risk of depression, as previous studies have proven. Due to constraints and low population distribution, the findings could not be important. The findings should be challenged by subsequent surveys, as all levels of educational success are proportionately spread in the study. In both nations, the negative association between depressive rates and levels of educational achievement should be further checked. To assess who is most at risk for depression, other underlying variables such as social class and race should be investigated among the more educated communities