Abstract

Background This study evaluates the efficacy of a university-led psychoeducational program, the University Adaptability Support Program (UASP), designed to enhance student retention and academic performance through social integration and socio-emotional skill development. A key focus was to assess its differential impact on traditional and non-traditional students. Methods We conducted a retrospective, quasi-experimental study using institutional data from 8,255 students enrolled between 2018 and 2024 at a Chilean university, a large, urban, commuter institution. Participants (n = 4,015) were compared to non-participants (n = 4,240) on retention rates and academic performance scores. Results Participation in the UASP was associated with significantly higher first-year retention (81.3% vs. 67.4%, p < .0001, eta 2p = 0.85, a large effect) and second-year retention (72.4% vs. 57.5%, p < .0001, eta 2p = 0.82, large effect). UASP participants also demonstrated superior academic performance (Mean grade: 5.1 vs. 4.5, p < .0001, eta 2p = 0.063, a medium effect) and pass rates. Crucially, the program substantially reduced the significant retention gap typically observed between traditional (daytime) and non-traditional (evening) students. Among UASP participants, retention rates between these groups were statistically indistinguishable, suggesting the program effectively mitigated specific barriers faced by non-traditional students. Notably, a similar gap in academic performance was also closed. Conclusion A structured psychoeducational program focused on social integration proves to be a powerful and scalable intervention for enhancing student persistence and success. These findings underscore the critical importance of addressing psychosocial factors to promote equity and improve outcomes in diverse student populations, particularly in commuter institutions where traditional on-campus social dynamics are absent.