The study focuses on reducing social ostracism and strengthening students’ sense of belonging
in the university setting by implementing a comprehensive, theoretically grounded programme that combines
early identification of risk, mentoring support, and structured collective activities. Methodology and Methods.
A mixed-method, quasi-experimental before–and–after design without randomization was carried out with 161
undergraduate students and 34 faculty members; standardized assessment of ignoring, exclusion, and rejection
via the OES-A scale was supplemented by a structured questionnaire, correlation and regression analyses,
as well as brief focused group discussions to interpret and refine the quantitative findings. Results. The data
showed that participation in the SOCI-Progress programme was associated with a statistically and practically
significant reduction in all three components of ostracism (ignoring, exclusion, rejection), a weakening of the
interscale correlations that previously reflected a tightly linked pattern of exclusion, and a marked increase in
student involvement in mentoring, clubs, and initiative-based activities, particularly among first-year students.
Scientific novelty. The study empirically substantiates the effectiveness of a multi-level, practice-oriented model
in which educational modules, mentoring, and social integration initiatives together lower not only mean levels
of ostracism but also the strength of connections between its components, thereby changing both individual
experiences and typical patterns of interaction within the institution. Practical significance. The SOCI-Progress
model can be used to improve the quality of the educational environment, to organize differentiated support for
vulnerable groups (especially first-year and minority-status students), and to maintain higher motivation for
participation in academic, social, and research activities through the systematic development of mentoring, open
student groups, and combined offline/online support formats.