A systematic review and meta-analysis of high-intensity interval training for mental health and executive function in university students.

INTRODUCTION: University students commonly experience mental health challenges and cognitive burdens associated with academic stress and sedentary lifestyles. High-intensity interval training has been proposed as a time-efficient strategy to improve psychological and cognitive outcomes; however, evidence in university populations remains inconsistent. METHODS: Web of Science, Scopus, PubMed, SportDiscus, and MEDLINE were searched from database inception to December 2024, with an updated search performed in April 2026. Randomized controlled trials investigating HIIT interventions in university students were included. Multilevel random-effects meta-analyses, subgroup analyses, exploratory moderator analyses, and sensitivity analyses were conducted. RESULTS: Seventeen studies met the inclusion criteria. HIIT was associated with significant reductions in mental ill-health outcomes (SMD = -0.732, 95% CI: -1.236 to -0.229, p < 0.05; I2 = 84.34%). Domain-specific analyses showed significant reductions in stress and depression, whereas no significant effect was observed for anxiety. Interventions lasting ≤4 weeks showed greater effects than longer interventions. For executive function, the overall pooled effect was not statistically significant (SMD = 0.400, 95% CI: -0.006 to 0.807, p = 0.054; I2 = 70.18%). Significant improvements were identified for inhibition and shifting, but not for working memory. The certainty of evidence was very low. DISCUSSION: Current evidence suggests that HIIT may reduce some mental ill-health outcomes among university students and may benefit selected executive function domains, but evidence for overall executive function remains inconclusive. SYSTEMATIC REVIEW REGISTRATION: https://www.crd.york.ac.uk/PROSPERO/view/CRD42025632509, Identifier CRD42025632509.