Introduction/Rationale: The transition from high school to the college setting for students is an important milestone. Social inclusion when transitioning to higher education is multifaceted, as a lack of social communities will result in difficulty establishing social connections. In addition, established habits and routines are disrupted along with the sense of security and control as one moves from the structured environment of high school and home to an unfamiliar environment. Moreover, post-pandemics have increased stress and anxiety among students. Universities need to facilitate social connections among freshmen; it will aid in improving academic performance, increase student retention rate, and contribute to improved mental health.
Objectives: To summarize existing social connection strategies used in academic institutes to facilitate social connection among university freshmen post-COVID-19
Method/Approach: A narrative review was conducted, and studies were collated from interdisciplinary research from three databases, EMBASE, CINAHL, and Scopus. The included studies were conducted post-COVID-19 pandemic.
Results/Practice Implication: The existing literature highlights two key themes: the use of communication technology and recreational activities organized by academic institutes. It was found that digital technology positively influences social connections, academic performance, and adaptation to new college settings by fostering peer support and community building. Additionally, recreational activities, such as common interest groups and projects like "connection projection," enhance social connections and student experiences.
Conclusion / Contribution to the occupational therapy profession: Communication technology and recreational activities organized by institutes facilitate social connections and are highly beneficial for social integration. Thus facilitating social inclusion and integration of university students freshmen from various cultural backgrounds. We call occupational therapy colleges to facilitate the making of social connections through the classroom.