01857nas a2200229   4500000000100000008004100001260001200042653002000054653001100074653002400085653001500109653008000124100002700204700002900231700003100260245012600291300001000417490000700427520116500434022001401599020001401613       2023                            d  c02/202310aAcademic stress10aStress10aUniversity students10aTreatments10aAcademic stress; Stress; University students; Treatments; Systematic review1 aPablo Chust-Hernández1 aEmelina López-González1 aJoan Maria Senent-Sánchez00aEfficacy of non-pharmacological interventions to reduce academic stress in higher education students: a systematic review  a45-620 v293 aAcademic stress is a significant and frequent problem in higher education and it is a risk factor for multiple emotional and academic issues. The aims of this systematic review were to analyze the efficacy of non-pharmacological interventions implemented to reduce academic stress in university students, and to assess the risk of bias of the studies reviewed. From 19 databases, 27 studies that met the inclusion criteria were selected. Mindfulness programmes, cognitive-behavioral therapy, psychoeducation and body-mind relaxation techniques, academic, social or coping skills training, alternative therapies, physical activity, self-help books and orientation in higher education were the interventions proposed. Most of the studies reviewed showed a decrease in academic stress after their interventions. However, in general, important methodological limitations and high or uncertain risk of bias were found, making it difficult to determine their real efficacy as well as the superiority of some interventions over others. Further studies nees to be carried out in order to overcome these limitations and be able to establish more consistent conclusions.  a1134-7937  a2174-0437