Interventions to Support First-Generation Students

First-generation college students (FGS) face unique challenges in higher education, prompting growing institutional efforts to support FGS. However, research on interventions to promote this student success remains fragmented. This review provides a structured overview of published interventions, categorizing them by targeted domains and implementation formats, and mapping domains against format. Overall, the findings show that a) interventions for FGS are mostly evaluated using objective academic outcomes while there appears to be less emphasis on changing contextual conditions; b) there is a predominance of brief intervention formats, while the limited use of informal activities indicates a gap that could enhance student success.