The demands of balancing academic responsibilities, work obligations, and leadership roles are increasingly evident among students in the National Capital Region (NCR), where the pressures of urban life, competitive job markets, and rising living costs constitute significant challenges. Students have long struggled to balance academics and work, but with the rise of part-time jobs, internships, and leadership opportunities, these pressures have intensified, often leading to mental and emotional strain. Despite growing awareness of these issues, there is still a lack of effective support systems to address the concerns about students' well-being. The purpose of this study was to assess the mental workload and emotional capacity of working students and student leaders in the National Capital Region (NCR) who managed academic responsibilities, employment, and leadership roles simultaneously. By integrating the Cognitive Load Theory, Job Demands-Resources (JD-R) Model, and Student Engagement Theory, this study investigated the relationships among academic, work, and leadership demands and their effects on students’ mental and emotional well-being. A mixed-methods design was employed, combining quantitative surveys and qualitative interviews. The study sampled 405 college students across various NCR institutions. Data was analyzed using SPSS and AMOS software, utilizing Structural Equation Modeling (SEM) to evaluate the hypothesized relationships. Findings indicated that academic, work, and leadership roles significantly increased mental workload, which in turn affected academic performance. Emotional capacity was positively influenced by social support, autonomy, time management, and self-efficacy. Despite the challenges, many students displayed resilience through effective coping strategies. Recommendations included developing flexible academic policies, strengthening support networks, and providing time management and mental health resources to promote student well-being and success.