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Psychological wellbeing and distress do not represent opposite poles of a single continuum, but rather dimensions in constant correlation and dialogue with each other: promoting wellbeing also means, in fact, preventing psychological distress, just as intervening on psychological distress helps to restore wellbeing. For this reason, alongside support pathways for already expressed needs, the University proposes the development of widespread psychological literacy actions and accessible tools to facilitate orientation and early identification of vulnerability situations, addressed to the university community.
The wellbeing and mental health of university students represents a topic of growing scientific and social relevance today. Entering the academic context coincides with a crucial phase of the life cycle, during which young adults face identity transitions, new demands for autonomy, and pressures related to academic performance and professional planning. These developmental dynamics intertwine with structural conditions of economic insecurity, job uncertainty, and cultural transformations that contribute to increasing the risk of psychological distress. From this perspective, the promotion of psychological wellbeing cannot be limited to intervening on already manifest distress, but must constitute a primary preventive strategy oriented towards strengthening protective factors (emotional skills, quality of relationships, sense of purpose, and self-regulation abilities).
Equally, professors, researchers, and technical-administrative staff, as active members of the university community, can face stress conditions and specific psychological risks related to the work context. The CRUI (Conference of Italian University Rectors) Recommendations highlight how these figures may find themselves managing emotionally intense and, at times, critical situations that require interpersonal skills and distress-recognition abilities that are not always present or supported by adequate training. Furthermore, university staff can become the first point of observation of student distress, and without adequate support, this role can turn into an additional element of stress.
From this point of view, student wellbeing and staff wellbeing reinforce each other, contributing to the growth of a more serene, effective, and care-oriented university environment. With this in mind, the University has launched a widespread intervention project that provides an integrated continuum of preventive actions and psychological support, aiming to act both on safeguarding wellbeing and on the distress conditions suffered by the university community through two macro-sectors of activity:
