Resilience as a Key to Mental Well-Being in Higher Education: A Systematic Review of Evidence and Strategies

Abstract

University students face multiple demands, making resilience essential for adapting, recovering, and thriving amid academic and personal challenges. This PRISMA-guided systematic review synthesizes evidence from 33 cross-sectional studies (2019–2024) including 49,868 participants (mean age ≈22) without major mental health conditions. Searches covered PubMed, Web of Science, and Scopus. Resilience was assessed with validated instruments, primarily the Connor-Davidson Resilience Scale (CD-RISC) and the Brief Resilience Scale (BRS), and commonly examined alongside stress, depression, and anxiety. Findings were consistent: higher resilience was strongly associated with lower stress, anxiety, and depressive symptoms, and with better well-being, sleep quality, and academic engagement. Resilience also emerged as a protective factor against burnout, loneliness, and problematic mobile phone use. Collectively, the evidence highlights resilience as a central determinant of mental health and life satisfaction in university populations. Implications for higher education include implementing targeted, evidence-based programs to build resilience, such as psychoeducational skills training, social support initiatives, and promotion of healthy lifestyle habits (physical activity, sleep hygiene). Strengthening resilience may enhance academic performance, personal functioning, and overall well-being, offering a practical foundation for policies and practices that support student success.