Social skills and prevention of academic stress in university students: a narrative review

Abstract

This study was conducted using a qualitative approach through a narrative review of the literature, with the aim of critically analyzing scientific research on the relationship between academic stress and social/socio-emotional skills in university students. The methodology made it possible to integrate studies with diverse approaches and contexts, prioritizing recent research carried out in Latin America between 2015 and 2026. Eight central works and additional theoretical references were selected, applying inclusion and exclusion criteria that ensured academic rigor and thematic relevance. The findings show that socio-emotional skills—such as resilience, self-regulation, empathy, and self-efficacy—act as protective factors against stress, promoting student retention and well-being. Furthermore, gaps were identified in the systematization of institutional strategies and in the incorporation of these competencies into curricula. The study provides a critical synthesis that links student well-being with university social responsibility and educational leadership, offering an interpretive framework for the development of future policies and comprehensive programs.