This theoretical paper explores the critical role of teachers’ emotional intelligence (EI) in influencing the mental health of undergraduate students. Drawing on established psychological and educational theories—such as Goleman’s model of emotional intelligence, Bandura’s social learning theory, and the theory of emotional contagion—it presents a conceptual framework that links emotionally intelligent teaching behaviors to student outcomes like stress regulation, emotional well-being, and resilience. The paper argues that emotionally attuned teachers foster inclusive, empathetic, and psychologically safe classroom environments that directly buffer the mental health challenges increasingly faced by undergraduates. This study provides foundational insights for academic institutions to integrate EI development in faculty training programs, ultimately enhancing student well-being and academic performance.