The social-belonging intervention is a wise psychological intervention designed to convey the message that worries and doubts about belonging during transition into higher education are common to all first-year students and tend to dissipate with time. The aim of this first systematic review on the social-belonging intervention was to investigate whether it can reduce achievement gaps in postsecondary education. Moreover, research questions about other outcomes possibly affected by this intervention and factors that may affect its efficacy were investigated. The protocol of this systematic review was registered with INPLASY. Four databases were searched for randomised control trials published in peer-reviewed journals testing the intervention in higher education. In total, 17 articles, which included a total of 21 studies, satisfied the inclusion and exclusion criteria as well as the quality assessment and were therefore included in this review. The reviewed research suggests that the intervention can narrow achievement gaps in higher education, as well as affect sense of belonging, academic fit, perception of adversities, use of campus support and the mental and physical health of disadvantaged students. These findings and their limitations, future research directions and recommendations are discussed in the final section.

社会归属干预是一种明智的心理干预，旨在传达这样的信息：在向高等教育过渡期间，对归属感的担忧和怀疑是所有一年级学生所共有的，并且往往会随着时间的推移而消失。对社会归属干预措施的首次系统审查的目的是调查它是否可以缩小高等教育中的成绩差距。此外，还调查了有关可能受此干预措施影响的其他结果以及可能影响其功效的因素的研究问题。本系统评价的方案已在 IPLASY 注册。检索了四个数据库，以查找发表在同行评审期刊上的随机对照试验，以测试高等教育的干预措施。共有 17 篇文章（共 21 项研究）满足纳入和排除标准以及质量评估，因此纳入本次综述。审查的研究表明，干预措施可以缩小高等教育中的成绩差距，并影响弱势学生的归属感、学业契合度、对逆境的感知、校园支持的使用以及身心健康。这些发现及其局限性、未来的研究方向和建议将在最后一节讨论。