The paper deals with the issue of preserving students’ mental health in a crisis society, demonstrating its multifaceted nature and the necessity for in-depth research. It highlights the importance of assessing students’ mental health in wartime and engaging them in the structured system of resources to sustain their mental health during social crises. These mental health concerns are related to the broader transformations in Ukrainian higher education during the post-pandemic stage and ongoing armed conflict. This period has been marked by contradictions, uncertainties, and insufficient conceptual development of methodological foundations and mechanisms for professional training. Today higher education struggles to meet the demands of the labor market, which increasingly requires specialists capable of solving complex professional tasks. Contributing factors include the decline in educational quality due to the widespread transition to online learning, reduced academic and psychological motivation, superficial knowledge acquisition, a lack of interpersonal interactions, and restricted opportunities for social and emotional development. A theoretical model of mental health has been proposed based on a system-synergetic approach. This model conceptualizes mental health as a system including six interconnected levels. The study also provides a set of methodological tools for diagnosing and proposes mathematical models to analyze stress and mental health dynamics.