Addressing Challenging Interpersonal Interactions on University Campuses: A Systematic Review of Training and Intervention Programs

Abstract Microaggressions are widely reported across various interpersonal interactions in higher education settings, with significant implications for the psychological, academic, and occupational well-being of individuals from marginalized backgrounds. In response, a growing number of interventions and training programs (interventions hereafter) have been developed to address microaggressions on university campuses. However, a comprehensive review of their characteristics, content, and effectiveness is lacking. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this systematic review identified and examined 24 microaggression-focused interventions implemented among 1384 participants in higher education settings in North America, from January 2000 through February 2025. Interventions were evaluated across key program characteristics and quality indicators, including targeted interactions, taught behavioral strategies, delivery and teaching modalities, and evaluation designs. The findings suggest the initial effectiveness of the identified interventions in improving awareness of, and/or skills related to, addressing microaggressions—whether as recipients, committers, or bystanders. Several critical gaps in the field were discussed, including limited programming targeting faculty, mentors, and administrative staff; the absence of discipline-specific content; a lack of proactive strategies for individuals who commit microaggressions; and the underutilization of rigorous evaluation methods for assessing the effectiveness and sustainability of behavioral changes. This scoping review highlights a growing body of interventions aimed at combating microaggressions in higher education and identifies key areas for improvement in the field.