Enhancing Adjustment at the Undergraduate Level: A Scoping Review

Abstract

Undergraduate students frequently face significant adjustment challenges due to academic demands, social transitions, and psychological stressors, particularly in the Indian higher education context. Although coping strategies have been widely studied, the extent to which structured interventions address multidimensional adjustment remains unclear. This scoping review aims to map and evaluate existing intervention-based studies focusing on coping and adjustment among undergraduate students. A comprehensive literature search was conducted across major databases, including PubMed and Scopus, supplemented by additional sources. A total of 250 records were identified, of which 17 studies met the inclusion criteria after systematic screening in accordance with PRISMA-ScR guidelines. Data were extracted and analyzed using a thematic synthesis approach. The findings indicate that interventions such as mindfulness-based programs, cognitive behavioural therapy (CBT), stress management training, and digital interventions are effective in reducing stress and improving coping strategies. However, most studies predominantly focus on emotional and psychological outcomes, with limited attention to broader adjustment domains, including social, educational, home, and health aspects. Furthermore, the Indian evidence base remains limited, with a lack of rigorous experimental designs and underrepresentation of non-medical student populations. The review highlights critical gaps, including the absence of holistic, multi-domain intervention models and the need for context-specific research in India. These findings underscore the importance of developing integrated and evidence-based interventions to support comprehensive student adjustment.