Abstract
Aims: The study examined the influence of psychosocial education on students’ adjustment to the tertiary landscape. Two research questions guided the study. A cross-sectional survey design was adopted for the study.
 Methodology: A total of 381 participants responded to a self-developed questionnaire after a careful review of literature. Both stratified and proportionate sampling procedures were employed in the study. A self crafted questionnaire was distributed for data collection after it had been piloted to obtain cronbach’s alpha reliability coefficient of 0.89. Data was analyzed using percentages.
 Results: The findings of the study revealed that participating in psychosocial education and utilizing the suggestions made by professionals positively aided students in adjusting to the university atmosphere.
 Conclusion: It is concluded that tertiary students should be urged to continuously avail themselves to psychosocial education and put into practice the suggestions and recommendations received from professionals since it has an extreme and rigorous influence on their adjustment.
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