This research explores the impacts of involving undergraduate students in various artistic practices on their stress levels. An integrated approach was adopted for this purpose, using both qualitative and quantitative methods to compare stress levels before and after participation in artistic activities. One hundred and fifty-five undergraduate students were involved in the Stress Scale to examine their stress levels before and after the arts activities. Additionally, 15 undergraduate students wrote protocol writing and participated in focus group discussions while practicing art. These qualitative insights provided valuable information on their emotional states before and after the artistic interventions. The study revealed that artistic practices have an inevitably positive impact on students’ moods, effectively reducing their stress levels. Furthermore, the results suggest that extending artistic practices to academia can be fruitful for students, thereby promoting their emotional health and helping them manage stress during their academic career. The results show that engaging in artistic endeavors significantly improves students’ moods and lowers their stress levels. According to the findings, integrating art activities might help students feel better emotionally and manage their stress while they are learning. This research advances our knowledge of art as a comprehensive tool for improving the mental health of students and provides guidance for possible approaches to using art in student support programs.