Aim. The research aimed to attempt to identify the relationships between the individual attributes of positive development and the components comprising functioning as a student. The concept of positive development is known through Richard Lerner. Assumptions of this concept refer to adolescents as a social resource that should be adequately supported. The study is an attempt to apply the guidelines of the concept of positive development to academic youth, i.e., people undertaking a university education, especially until the age of 25: according to the law, these are adults who can reach for the “attributes” of adulthood (e.g., alcohol or sex) with permission. However, according to neuropsychology and developmental psychology, a significant part of the representatives of this social group have still not developed the mechanisms enabling them to effectively perform the tasks of adulthood. Consequently, it is important to optimise the development of academic youth to enable them to actively participate in university life and not engage in risky behaviour. Method. Empirical data were collected using the diagnostic survey method using a questionnaire created by the authors. The answers were statistically analysed. Results. The study involved 164 students from Polish universities. During the research, the occurrence of correlations between individual attributes of positive development and functioning as a student was proved, especially within the need for self-development. Positive correlations were also revealed for commitment to academic activities. Conclusion. The research showed that active commitment to the student role can be an alternative to engaging in risky behaviour. Moreover, promoting positive development may co-occur with active engagement in the student role.