Introduction:

stress-generating routines generate emotional uncontrol, due to the lack of activity planning and adequate rest; managing emotions is preponderant; because, faced with the same event, people experience different levels of emotions; then they can also choose to experience certain emotions, through the teaching of the teaching team.

Objective:

to determine the existence of a difference between the scores obtained before and after learning routines for planning activities, adequate rest and emotional control through a video given by the teacher in charge.

Methods:

a quasi-experimental design was carried out, with pretest and posttest in the same group. The sample consisted of 90 undergraduate students of a Peruvian university selected by convenience. The Independent Variable (IV): Learning routines through a video; and the Dependent Variable (DV): Mental health of university students.

Results:

With respect to mental health, there is a significant difference between the scores obtained before and after learning routines through a video, for a Significance of 0,05.

Conclusions:

There is improvement in the mental health of students after learning viable routines.

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