Introduction: students starting university often experience psychological distress and challenges in personal functioning and academic engagement. Purpose: Mapping these dimensions is essential for designing effective prevention and support programs within the Me.Mo (Menti in Movimento) project. Method: a total of 2.110 students (Males = 22.76; 68% females) completed validated self-report measures assessing psychological well-being (MHC-SF), depression (PHQ-9), anxiety (GAD-7), personality functioning (LPFS-BF), and academic engagement (SAES). Descriptive analyses, prevalence estimates, gender comparisons, and correlations. Results: there were clinically relevant levels in depression (41.6%), anxiety (41.0%), and insomnia (11.9%), while 48.2% reported loneliness and 27.3% low self-esteem. Female students showed significantly higher anxiety (p < .001), and depression (p < .001), while males reported higher well-being (p < .01). Psychological well-being (MHC-SF) was strongly and negatively associated with depressive symptoms (r = −.58), and personality dysfunction (r = −.58), and positively associated with self-esteem (r = .66) and academic engagement (r = .38). Conclusions: the data reveal a high prevalence of internalizing symptoms and loneliness, coupled with robust links between well-being, personality functioning, and engagement. These results provide a crucial baseline for the Me.Mo project, highlighting the need for integrated interventions that address both emotional well-being and academic motivation, and support identity and relational functioning during university years.