Abstract
This study examines the effectiveness of a targeted program designed to foster favorable interpersonal relationships among returnee students within the student body. It addresses contemporary challenges faced by returnees in developing interpersonal connections in a new educational environment and identifies a research gap concerning structured interventions to support their social adaptation. The objective was to assess the nature of interpersonal dynamics among returnee students and explore strategies to optimize their integration through a specialized programmed. The research employed a survey-based methodology to collect data on group cohesion, sociometric status, and interpersonal tensions among returnees. A total of 107 first-year students participated, revealing low levels of interpersonal connectedness, elevated tension, and indications of destructive interpersonal processes. These findings underscored the need for an intervention that could improve returnees' social functioning within the academic community. The results demonstrated that participation in the structured programmed positively influenced group dynamics and interpersonal engagement. The study contributes to the understanding of how educational institutions can support the psychosocial development of returnee students through targeted, evidence-based programming. Keywords: adaptation; group cohesion; interpersonal relationships; returnee students; social adaptation