Supporting the psychological well-being of students at the university: a synthesis of domestic and international experience

Context and relevance. During their university studies, students are required not only to acquire new professional competencies but also to cope with various challenges, including psychological difficulties. In recent years, there has been a growing trend of psychological distress and maladjustment among university students. Although this trend is global in nature, response measures and organizational models of student support in different countries, including Russia, have developed along different trajectories. At the same time, a gap exists between the objective need for psychological counseling and the capacity of existing services to meet this demand. Objective. To identify universal and context-specific challenges in maintaining students’ psychological well-being through a comparative theoretical analysis of domestic and international academic publications, and to propose ways to optimize the work of psychological services in Russian universities. Hypothesis. The effectiveness of psychological well-being support systems in Russian universities can be enhanced through critical analysis and adaptation of selected elements of international experience to existing organizational models and cultural contexts, while preserving and further developing established local practices. Methods and materials. National and international articles published primarily within the past three years in high-ranking academic journals and relevant to the research topic were analyzed. Results. The study presents a review of Russian and international publications on students’ psychological well-being in higher education institutions. Particular attention is paid to factors that undermine well-being. Barriers to seeking psychological assistance are identified at multiple levels. An analysis of the organizational foundations of university psychological services was conducted, incorporating international data and data from the Russian Academy of Education (RAE). This analysis made it possible to formulate principles for building an effective support system based on a «whole-university approach» and the integration of best international and indigenous practices. The importance of emphasizing a preventive approach is highlighted. Conclusions. A comprehensive approach to students’ psychological support should be systematic, proactive, and multi-level, grounded in the principle of a «whole-university approach» that integrates care for psychological well-being into all areas of university life, from academic processes to extracurricular activities.