Abstract
Continuity after first contact is a practical challenge for university student support services, particularly during the first-year transition. This practice report documents the development phase of a service improvement initiative in a Moroccan public university science faculty. Fully de-identified routine records from 240 first-year students were reviewed to identify how existing documentation limited interpretation of continuity after initial contact. Only 25 students (10.4%) had at least one subsequent recorded contact, and the archive did not show whether further contact had been intended. Recorded continuity varied most clearly by gender and age at first contact. The review informed a five-part, low-burden pathway: clarify the agreed next step, make the route back visible, offer consent-based check-ins, add minimal continuity fields, and review aggregate patterns. Designed for phased introduction through existing forms and communication practices, the pathway is intended to improve process clarity and generate interpretable service information without requiring resource-intensive case management systems.