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Introduction: Emotional dysregulation is a condition of vulnerability that can affect the well-being, performance, and retention of university students, especially when tension, sadness, anxiety, irritability, and a loss of meaning are related to suicidal ideation. Objective: To analyze the influence of emotional dysregulation and its relationship with suicidal ideation in university students. Method: A quantitative, non-experimental, field study at a descriptive-relational level. The population consisted of 478 students, and the sample comprised 213 participants, selected through purposive random sampling. The Depression, Anxiety, and Stress Scale (DASS-21) and the Columbia Scale for the Severity of Suicidal Ideation (C-SSRS) were administered. Results: A heterogeneous psycho-emotional pattern was identified, with a predominance of mild and moderate manifestations, accompanied by intense episodes of irritability, discouragement, tension, loss of enthusiasm, and anxiety. Fifty-five percent expressed thoughts related to death, while 29% reported more concrete ideation without a declared intention; likewise, levels of greater planning were less frequent. The findings show that emotional dysregulation is a condition associated with suicidal ideation and can affect concentration, social interaction, performance, and academic continuity. Conclusions/Recommendations: The need to implement periodic screening, emotional education, confidential psychological support, early detection protocols, and specialized referrals is confirmed. These should be done through differentiated strategies according to the level of risk, strengthening support networks, and implementing a preventive, accessible, and non-stigmatizing university policy focused on the well-being, retention, and comprehensive protection of university students.
