Emotional regulation has been linked to numerous aspects of academic life for higher education students, especially in terms of adapting to this new phase of life (Personal and Social), procrastination, and academic performance. This study aims to verify whether there are developmental differences between emerging adults (<30 years) and older students in emotional expression and regulation, and if there are gender differences. A total of 474 students aged 17–59 years (M = 32.69, SD = 10.43) were surveyed, with 208 under 30 years (43.9%) and 266 over (56.1%), predominantly women (n = 341, 71.9%) from Psychology, Education Sciences, and Nursing courses, who responded to the Berkeley Expressivity Questionnaire (QEB) and the Emotional Regulation Questionnaire (QER). The results show that emerging adult students scored significantly lower than older students in emotional regulation dimensions but significantly higher in emotional expression dimensions. Gender analyses revealed that emerging adult females scored significantly higher than older students in both emotional regulation and expression dimensions. Given the importance of these skills for social and educational success, it is necessary to invest at both the state and institutional levels in strategies that promote social and emotional resilience among emerging adult students.