Academic stress is a prevalent issue in higher education and is associated with negative psychological and academic outcomes among college students. Identifying protective factors that support effective stress management is therefore essential. Mental toughness has emerged as a relevant construct; however, evidence regarding its relationship with academic stress and stress management practices remain fragmented. This scoping review aimed to map existing literature on the relationship between academic stress, stress management strategies, and mental toughness among college students. Following the Arksey and O’Malley framework and PRISMA 2020 guidelines, searches were conducted across Scopus, Web of Science, PubMed, and PsycINFO. After screening and eligibility assessment, 21 studies were included for qualitative synthesis. Findings identified three primary pathways linking mental toughness to academic stress management: (1) structured and demanding activities such as competitive sports; (2) lifestyle-based interventions including physical activity and meditation; and (3) self-regulatory and emotional skills such as mindfulness, self- compassion, and emotional intelligence. Overall, mental toughness functioned as a protective psychological resource that enhanced resilience, adaptive coping, and emotional regulation. These findings support the integration of mental toughness–building strategies within higher education contexts.

Keywords: academic stress; mental toughness; stress management; coping strategies; college students; higher education