The professional development of university students is a key stage in their personal, social, and professional growth, directly linked to the level of their psychological well-being. In the context of increasing academic and career demands, students’ psycho-emotional state becomes a crucial factor in their professional adaptation. Contemporary research views psychological health as a multidimensional construct. The main components identified include emotional stability (levels of fear, stress, and anxiety), cognitive evaluation (self-esteem, sense of self-efficacy), social functioning (communication skills, ability to work in a team), and the value-meaning sphere (life goals, sense of professional purpose). The article explores the relationship between students’ psychological health and their professional flexibility. An empirical study involving 110 students from Kazakhstani universities utilized the GHQ-12 and CAAS questionnaires. The results indicated that a high level of stress (GHQ-12 ≥ 24) correlates with a significant decline in professional adaptability, particularly on the "control" scale (p < 0.01). Practical recommendations include strengthening psychological support in universities, implementing stress and time management trainings, and enhancing instructors’ qualifications in psychological resilience. The study concludes that ensuring students’ psychological well-being is a necessary condition for the effective professional development of future specialists.