This paper addresses the lexicon of emotions in the student context. It is initially believed that students appeal to different lexias to express emotions and that these correspond to certain centers of interest. The methodology of lexical availability combined with graph theory was used, when a survey was applied to 119 students from two faculties of the University of Concepcion, Chile. The results show that students verbalize their emotions and that these relate to certain centers of interest, which suggests a greater promotion of the use of them in the classrooms.