Coping Strategies With Stress of University Students: Individual Solutions and University Resources

The highly stressful educational process in higher education, coupled with external socio-political, socioeconomic, epidemiological, and other risk factors, creates emotional and psychological stress in students, negatively impacting their adaptability, academic engagement, and the quality of their education. The aim of this study was to systematize and describe individual stress coping strategies among students at Russian universities, as well as to identify and evaluate the university environment’s resources that facilitate or hinder successful coping with stressful situations. The empirical basis for the study was a semi-structured survey of undergraduate students at two Russian regional universities—Novosibirsk State Technical University and Perm State National Research University (n=369, fieldwork conducted fall 2025–winter 2026). The authors’ instruments and the abbreviated Perceived Stress Scale (PSS-10) were used. An analysis of the survey results revealed three coping strategies: personally-oriented (relying on one’s own resources and proactive actions), socially-oriented (relying on social support and one’s inner circle; typical of students with a high level of adaptation), and addictive (alcohol consumption, stress eating, and medication use; typical of students with high levels of subjectively perceived stress). University resources are poorly integrated into everyday stress prevention/reduction practices. Students’ demand for psychological support within the university is high, especially among first-year students and students with above-average PSS. Recommendations for the development of stress prevention and psychological support systems at universities have been formulated. These recommendations are of practical value for the development of student adaptation programs, healthy lifestyle programs, and the creation of an ecosystem for ensuring the psychological well-being of university students.