Undergraduate Students’ Mental Health, comprised of both aspects of psychopathology and well-being, is a growing interest because of its broad implications. Recent research suggests that the university experience may be more challenging than anticipated for a sizable population segment, creating a gap in higher education institutions to respond comprehensively to this complexity. This chapter explores student mental health over the past decade, considering psychological, psychosocial, and cultural elements. It weaves together findings from the fields of mental health and educational psychology, beginning with a discussion on the role of the educational context, the impact of the COVID-19 pandemic, and cultural shifts, considering generational change and the phenomenon of psychopathologization. Then, the main factors affecting undergraduate mental health are examined, considering psychological components such as stress, coping strategies, cognitive styles, and behavioral variables, such as sleep habits and the use of RRSS. From the psychoeducational field, academic adjustment processes, self-regulation of learning, and characteristics of the educational system, such as academic load, are reviewed. Factors such as social support, comparison, and social defeat are considered in the psychosocial environment. Some sociodemographic determinants that moderate these processes are also mentioned. This model’s implications for strategies to promote well-being and prevent mental disorders in the university context are profound. The chapter reflects on these implications and proposes contextual strategies that could significantly impact student mental health.