Abstract:
Mental health concerns among adolescents and young adults in educational settings have
increased significantly, highlighting the need for structured and effective intervention strategies. While
coping mechanisms differ across individuals and contexts, engagement-based strategies such as
problem-solving and support-seeking are generally more useful than avoidance-based approaches in
reducing psychological distress. This study examines the relationship between mental health
interventions and emotional intelligence, with a focus on whether emotional intelligence functions as a
prerequisite or an outcome of such interventions. Evidence from psychoeducational programs, cognitive
behavioral therapy, mindfulness-based interventions, and coaching practices suggests that emotional
intelligence can be enhanced through structured interventions. The findings emphasize the importance
of context-sensitive and institutionally supported intervention practices in educational settings. The
study concludes that emotional intelligence is more appropriately understood as an outcome of mental
health interventions rather than a prerequisite for their effectiveness.
