Changes in mental health and academic engagement following brief university counseling: practice-based evidence from a pre-post study

Abstract University students face a critical developmental transition from adolescence to emerging adulthood, marked by increased vulnerability to psychological distress. Effective and accessible counseling services are essential for supporting their mental health and academic functioning. This pre-post study evaluated changes in psychological well-being and academic engagement following a brief individual counseling intervention at an Italian University Counseling Service (UCS). The intervention consisted of up to six weekly, individual one-hour sessions with a counseling psychologist, delivered in person. A total of 372 students (Mage = 23.9, SD = 2.8; F = 74.7%) completed validated self-report questionnaires assessing anxiety, depressive symptoms, psychological distress, emotion regulation strategies, and at-risk behaviors before and after the intervention. Academic engagement dimensions (persistence, motivation, sense of belonging, and relational aspects) were analyzed in a subsample ( n = 280; Mage = 23.9, SD = 2.9; F = 74.6%). Changes were analyzed using mixed models, with moderation by age and gender. Significant improvements were found in anxiety (B = − 0.482, p <.001, f² = 0.26), depressive symptoms (B = − 0.705, p <.001, f² = 0.28), psychological distress (B = − 0.662, p <.001, f² = 0.22), at-risk behaviors (B = − 0.087, p <.001, f² = 0.04), and adaptive emotion regulation (B = 3.791, p <.001, f² = 0.06). Changes in academic engagement emerged mainly in peer relationships (B = 0.144, p =.001, R²c = 0.823, f² = 0.002) and in relationships with professors (B = − 0.115, p =.006, R²c = 0.762, f² = 0.005). Age and gender partially moderated these changes, highlighting the relevance of demographic characteristics. These findings contribute to practice-based research by providing insights into UCS effectiveness and highlighting areas requiring further attention. Future research should explore long-term trajectories and further examine individual differences to better tailor counseling services to students’ diverse needs.