The escalating prevalence of mental health challenges among undergraduate students worldwide has precipitated an urgent call for the systematic integration of mental health education within higher education curricula, positioning it as a pivotal preventive strategy to bolster academic success and holistic student well-being. This article rigorously examines the conceptual foundations, practical imperatives, and transformative potentials of embedding comprehensive mental health literacy into undergraduate programs, drawing upon an interdisciplinary synthesis of psychological theory, educational sciences, and health promotion frameworks. Anchored by an empirical investigation this research contextualizes the exigencies of mental health education within Romania’s academic milieu while situating its findings within broader global discourses on student mental wellness and institutional responsibility.

The study foregrounds the intersectionality of cognitive, emotional, and socio-environmental determinants impacting student performance and persistence, highlighting how undiagnosed and untreated mental health issues—ranging from anxiety and depression to stress-induced cognitive impairments—constitute formidable barriers to academic achievement and retention. By reconceptualizing mental health education as an essential, proactive dimension of undergraduate curricula rather than a reactive adjunct, the article advocates for curricular innovation that prioritizes mental health literacy, stigma reduction, coping skill enhancement, and accessible support mechanisms.

Employing a robust mixed-methods approach, the research integrates quantitative analyses—including psychometric assessments of student resilience, well-being indices, and academic performance metrics—with qualitative insights derived from semi-structured interviews, focus groups, and reflective narratives from students, faculty, and mental health practitioners.

Findings reveal significant correlations between enhanced mental health competencies and improved academic outcomes, with evidence supporting the scalability and adaptability of the proposed curricular framework across diverse disciplinary domains and institutional contexts. The article critically engages with systemic challenges, including institutional inertia, resource constraints, and cultural stigmatization, proposing strategic policy recommendations and implementation guidelines for integrating mental health education into undergraduate curricula at national and international levels.

Theoretically, this study contributes to the emergent paradigm that conceptualizes mental health not merely as an individual concern but as a collective educational imperative that undergirds student engagement, cognitive functioning, and lifelong learning trajectories.

In conclusion, this article articulates a comprehensive, evidence-based framework for embedding mental health education into undergraduate curricula, highlighting its critical significance as a preventive strategy for academic success and sustainable student development. It invites future scholarship and institutional innovation to reimagine higher education as an inclusive, mentally health-conscious ecosystem, responsive to the complex challenges faced by contemporary learners globally.

Keywords: Mental health literacy in higher education, preventive educational strategies, undergraduate academic resilience, psychosocial well-being and learning, curriculum innovation for student success.