Background <p>The need for educational institutions to create a conducive learning environment for participation of all students in school activities is one of the pillars advocated under Goal 4 of the United Nations Sustainable Development Goals. While there are structures institutionalized to promote students’ well-being, universities are faced with a myriad of challenges which can negatively impact mental health and disrupt the overall learning experiences of students. This study explored the relationship between Emotional Intelligence and Self-Esteem which have been found to influence the mental health of students.</p> Method <p>Informed by the cross-sectional design, one thousand and twenty (<i>N</i> = 1020) university students were recruited to self-report their Emotional Intelligence and Self-Esteem. The participants completed the Schutte Emotional Intelligence scale and the Rosenberg’s Self-Esteem scale. The data were validated using confirmatory factor analysis, means were computed, followed by multivariate analysis of variance and hierarchical multiple regression.</p> Results <p>The study showed that participants were ambivalent on both EI and self-esteem. The hypothesized relationship between Emotional Intelligence and Self-Esteem was supported by the study findings. More so, demographic variables such as gender, religion and programme of study provided further insight into Emotional Intelligence and Self-Esteem of participants.</p> Conclusion <p>In conclusion, the researchers of this study called on educators and university administrators to prioritize the Emotional Intelligence and Self-Esteem of students in mental health interventions. The need for partnership between administrators and religious leaders and other study implications, are discussed.</p>