For many young people, university is a time of intense change—moving away from home, a new environment, pressure to perform, and making their first major life decisions. It is also a time when mental health issues can first emerge. A study by a team from Wroclaw Medical University, led by Prof. Błażej Misiak, conducted as part of the “Talk About Yourself” campaign involving over 1,600 students, shows that the way young adults cope with stress and regulate their emotions is of great importance for their mental health – and in particular for the risk of suicide.
Network analysis instead of simple lists
The authors of the study decided to examine the complex network of connections among personality traits, emotions, and mental symptoms. Instead of looking for a single “main culprit,” the authors used network analysis to examine how the elements reinforce or weaken one another. This approach better reflects real life than simple chains of cause and effect.
Dissociation
Dissociative symptoms—feelings of detachment from one’s emotions and body, depersonalization, or derealization—had the strongest association with suicide risk. Dissociation can suppress anxiety and pain, lowering natural “brakes.”
‘Our network showed that, among all variables, dissociative symptoms had the strongest association with suicide risk. This justifies the inclusion of a brief dissociation screening alongside standard depression/anxiety scales (e.g., PHQ-9, GAD-7) and suicide risk screening tools (e.g., C-SSRS). (…) If the result is positive, an in-depth safety assessment, psychoeducation, and guidance on grounding techniques and trauma work should be carried out in accordance with the protocol’, explains Prof. Błażej Misiak.
Avoidance
In the network analysis, avoidance (i.e., postponing problems, distracting oneself, escaping from difficult emotions) proved to be the node with the highest “bridging” influence. This means that it connected various risk factors – from symptoms of depression and anxiety to impulsivity – and reinforced their mutual interaction. As avoidance increases, finding real solutions becomes more difficult, and negative emotions accumulate rather than fade.
“Prevention programs should systematically reduce avoidance and reinforce problem-solving approaches. Examples include ACT micro-workshops, which target experiential avoidance, and problem-solving training with an individual crisis plan in 3-4 short group sessions”, explains Prof. Błażej Misiak.
In practice, universities can have a tangible impact on students’ mental health by offering short, well-planned interventions that teach them how to confront stress rather than avoid it. Such measures not only reduce the risk of crisis but also develop emotional resilience and skills that will be useful later in life.
Personality and bonds
A team from Wroclaw Medical University noted that personality traits are essential in shaping suicide risk. Higher impulsivity and so-called venturesomeness—the tendency to take risks with full awareness of the consequences—increased this risk. Empathy, on the other hand, acted as a protective buffer; more empathetic people were less likely to feel lonely and more likely to experience emotional support from others.
Cognitive reinterpretation – a mental shield
One of the most interesting findings of the study was that cognitive reinterpretation, i.e., the ability to give new meaning to difficult events, It significantly reduced the risk of suicide. This is a skill that can be learned, and practicing it in real-life situations, such as facing an exam or interpersonal conflict, can significantly improve students’ mental resilience.
And how to teach reinterpretation in practice?
“Short workshops based on everyday situations (e.g., exam stress), e-learning modules with live exercises, and apps that remind you of “micro-interventions” work best. It is crucial that the training closely aligns with students’ real experiences”, suggests Prof. Błażej Misiak.
The study was cross-sectional and based on self-reporting, so it does not determine which mechanisms are the cause and which are the effect. However, as Prof. Błażej Misiak points out, this is only the first step towards a new model of prevention.
“Longitudinal analyses and intensive monitoring over time are needed to capture the sequence: stress – dissociation – avoidance – suicidal thoughts. At the same time, it is worth testing targeted interventions—working with dissociation, reducing avoidance, learning reinterpretation—with an assessment of their impact not only on suicidal thoughts, but also on daily functioning and emotion regulation”, points out Prof. Błażej Misiak.
Suicide risk among students is not the result of a single factor, but of a whole network of interdependencies. The good news is that this network can also work in the opposite direction. Even small, well-planned actions – screening for dissociation, limiting avoidance, reinterpretation training – can trigger a domino effect towards better wellbeing and mental resilience. This is a task not only for psychologists, but also for the entire academic community, lecturers, tutors, and peers.
Microtechniques of reinterpretation
Cognitive reinterpretation is a skill that allows you to regain control over your emotions. It is not about “positive thinking,” but about taking a realistic look from a different perspective. Instead of asking “why did this happen to me?”, you can ask “what can I learn from this?”. Here are some simple techniques to help you practice this every day:
Stop automatic thoughts
When you are under severe stress, try to pause for a few seconds and name what you just thought.
Example: “I can’t pass this.” → “It’s just a thought, not a fact. What can I do to increase my chances?”
Change the question you ask yourself
Instead of “Why do I always fail?”, try “What can I learn from this experience?” or “How can I approach this differently next time?”
Changing the question shifts your focus from the past to the future – from helplessness to agency.
The perspective of three people
Look at the situation through the eyes of:
- a friend (what would they say to you?),
- a neutral observer (how does it look from the outside?),
- yourself in five years (will it still be so important then?).
This simple change of distance often brings relief and helps you regain perspective.
Changing the tone of your narrative
Pay attention to how you talk to yourself. Do you use words you wouldn’t say to someone close to you? Try changing the narrative from the judgmental “I failed again” to the supportive “it’s difficult, but I can try something different.”
Look for meaning, not blame
When something difficult happens, don’t ask “who is to blame?” but “what does this say about what is important to me?” Sometimes reinterpretation is not about minimizing the problem, but about finding value or direction in it.
A summary of the day
In the evening, think about one situation that caused tension and try to write down an alternative perspective on it. Over time, such “micro-reinterpretations” become automatic, and emotions are less overwhelming.
This material is based on the article:
Unravelling associations of personality traits, emotion regulation strategies, coping styles, and psychopathology with suicide risk in university students: a network perspective
BMC Psychiarty,volume 25
Błażej Misiak, Dorota Frydecka, Monika Szewczuk-Bogusławska
https://doi.org/10.1186/s12888-025-07436-5