Abstract
With increasing levels of stress among university students, it is essential to explore how institutional resources can support mental well-being. This study examines the impact of physical education (PE) classes on students’ mental health and investigates the mediating roles of physical activity and social adaptability. A survey was conducted among 525 university students. The study introduced two key variables—social adaptability and physical activity—and employed a structural model to assess the direct and indirect effects of PE on mental health. Findings indicate that participation in PE classes contributes positively to students’ mental well-being. Moreover, PE enhances mental health indirectly by promoting greater social adaptability and increased physical activity. A significant correlation was found between social adaptability and physical activity, illustrating a clear pathway linking these factors. Notably, a considerable proportion of students reported insufficient physical activity, highlighting the need for PE programs to further encourage active lifestyles. University PE classes play a valuable role in supporting students’ mental health, not only through direct psychological benefits but also by fostering social integration and encouraging physical activity. These findings underscore the dual importance of PE for both mental and physical well-being.