Integrating Emotional Intelligence into Mental Health Strategies in Higher Education

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.