By Charmaine Ndlela
A rapid shift from a small, familiar school environment to expansive university classrooms filled with thousands of students is one of the first adjustments students face when moving from high school to tertiary education.
When examining the differences between both stages, it becomes clear that adapting to your new academic and social environment is essential in successfully transitioning to University life.
Large buildings, diverse groups of students, and thousands of individuals wandering across campus in search of lecture rooms can be overwhelming—let’s not even start discussing the anxiety that comes with it.
Many first-year students experience culture shock and begin questioning whether they have chosen the right career path. Some are further influenced by peers who may discourage certain degrees by claiming they offer limited financial prospects. As a first-year student, you are already facing numerous challenges, making such doubts even more stressful.
One of the biggest adjustments students face is the shift in academic expectations. In high school, teachers typically offer close guidance, frequent reminders about assignments, and regular check-ins.
In contrast, University requires a far greater level of self-direction. Lectures expect students to manage their own deadlines, complete readings independently, and engage with academic material on a deeper level.
Another concern is the first-year dropout rate with roughly 30% of students completing a 3-year degree in six years.
According to Future SA, beginning of 2025 academic year, between 50% and 60% of South African first-year university students drop out before completing their qualification.
Margi Boosey, Principal at the IIE’s Varsity College said that transition from high school to university is a major hurdle: ” Academically, emotionally and socially, many students simply aren’t prepared or getting support the support they need to navigate the shift.”
Boosey stated that rather than concentrating only on academics, the answer is in overall student development.
The Council of Higher Education (CHE) statistics revealed that students in three-year degrees starting in 2016, 38% had not graduated by 2021, and most of them dropped out in their first year.
According to Department of Higher Education and Training (DHET), attrition rates in 2016 for first-year students in South Africa have been fluctuating between 33% and 25% in recent years.
Many students report that they felt unprepared for university and ultimately chose to take a gap year to rest or regroup.
Beyond academics, several non-academic factors contribute to students questioning their choices after enrolling.
Personal challenges such as friendship issues, family problems, roommate conflicts, and financial strains play a significant role in shaping first-year experience.
For many students, attending university is their first experience living away from home.
Tasks that were once managed by parents—like cooking, cleaning, and budgeting—now become daily responsibilities.
This newfound independence can feel both free and challenging. Learning to balance freedom with responsibility becomes an important part of the transition.
Small routines can make a significant difference. Preparing simple meals, doing weekly laundry, or tracking expenses contributes to stability and helps students better manage both academic and social demands.
Students also note that technology is used more extensively in university compared to high school. Additionally, they often struggle to keep up with the pace of the curriculum. Many observe that there is less collaborative work in university, whereas basic schooling often encourages group activities and peer support. As a result, university students may feel confused or isolated in their academic journey.
Financial aid through the National Students Financial Aid Scheme (NSFAS) is a critical intervention, with studies showing that NSFAS-funded students often have lower dropout rates than non-funded registered students.
For example, many institutions provide orientation programs, academic advisors and counselling services to help students to adjust.
Recognising these challenges, universities and external bodies offer various support mechanisms to address challenges faced by first-year students in ensuring they adapt and avoid falling behind
The University of the Free State offers a First-Year Seminar (FYS), a mandatory module designed to equip students with the knowledge, skills, and confidence needed to adjust to university life and prepare for academic and career success. Blended learning support services assist staff and students integrating technology meaningfully into education.
Peer advisors are also available to assist first-year students in connecting with career support services, with academic advice offered to approximately 13,000 students each year.
Similarly, Wits University introduced the Gateway to Success (GTS), a two-week program designed for first-year students that takes place before the academic year begins. This mandatory blended program assists students in adapting to the university environment, connecting with peers, accessing support services, and building a strong foundation for academic success.
As part of the Gateway to Success program, first-year students are also required to participate in a two-week course focused on digital skills.
This course aims to enhance students’ confidence in using various digital tools and to explore a wide range of content and opportunities available online. Participants will learn about digital wellbeing, cybersecurity, Microsoft Office, and information literacy.
The University of Johannesburg (UJ) reported steadily increasing retention of first year students in 2013, the result of a series of initiatives to reduce the institution’s drop-out rate.
In 2012, the university recorded an improved first year success rate of 80%, up from 75.6% in 2011.
UJ introduced a part-academic, part-psychosocial programme with an accent on students mentoring fellow students, called the First Year Experience (FYE) programme, which was introduced in 2010.
FYE offers academic skills reinforcement through an Academic Development Centre and psycho-social assistance through the university’s Centre for Psychological Services and Career Development (PsyCaD).
In addition, the university’s Management Executive Committee approved substantial strategic funding to further develop the tutor programme.
UJ also introduced academic advisors in university residences and approved off-campus accommodation facilities. Under the Academic Excellence Programme, 250 student advisors are serving 2 000 first years of 25 residences.
Personal experiences from students across institutions highlight the realities of this transition:
Puleng Motholo, from the University of the Free State, shared that his journey was particularly difficult.
Coming from a challenging background and moving to a new province with very little made adjusting even harder.
He explained: “University life was overwhelming at first. Coming from a poor background with little, it made it difficult to adjust. NSFAS delays added stress, but I learned to be independent. support programs helped, though often overstretched.”
Noxolo Thobekile Ndlela, a first-year postgraduate student at the University of the Witwatersrand, described her experience as a rollercoaster.
Although this was not her first time entering university, adapting to a new environment still came with challenges.
She said: “Transitioning from a strong Matric pass to university life is a big shift while a good high-school result opens the door, success at tertiary level depends on learning new study habits, managing time, and dealing with practical challenges such as limited digital skills, delayed NSFAS payments and the feeling of being alone in a large, competitive campus.”
She emphasised the importance of families, noting their role in providing tutoring, financial assistance, and emotional support.
“Many students still struggle due to a lack of sufficient support. While university programs such as orientation, mentoring, and counseling can be helpful, they are often under-resourced. Therefore, the most effective approach is to seek help early, actively utilise campus resources, and build a small network of peers and mentors to bridge this gap between the structured cycle of school and the independent reality of higher education,” said Ndlela.
Regaugetswe Makgoba from Boston College in Johannesburg stated that the high expectations many students have entering university often clash with harsh realities.
She explained: “The transition from high school to varsity is a big drastic change. The reality of independence and being alone in the world isn’t something someone can ever prepare themselves for, especially at such a young age. The main factor of not being able to afford to have education due to the lack of financial stability from home has become such a disadvantage and most of these student bursaries aren’t enough to cover all students. Already looking end, the future doesn’t look bright like it used to due to the harsh realities.”
She added that cultural and social isolation can be deeply challenging.
“This can be mentally frustrating and lead to making life decisions that might have possible implications such as having a ‘sugar daddy’ that will give you the lifestyle that you want. Most students get overwhelmed by the reality of what life brings to them,” she said.
Lungi Litshani, also from Boston College, highlighted that experiences differ widely based on personal backgrounds.
She said: “The reality is that people from misfortunate backgrounds will have so many disadvantages to their social and cultural lives. This also trains you as an individual to surpass your personal needs and goals for future success. The reality in varsity and high school is completely different. At varsity, you are there to grow yourself and choose your own path whereas in high school, you do what you are told and what is expected of you.”
Pamela Ngaleka, from Wits University, spoke about the non-academic challenges she faced.
“My first year was horrible for 7 months, whereby I had issues with my NSFAS. I had to move from office to campus residence to an on-campus residence because my NSFAS status was still on appeal submitted. After 6 months I got my money and that is when everything started to become better and I saw the light. After all those horrible 6 months I was finally happy, I met friends who were supportive and assisted one another in terms of exams and fun,” said Ngaleka.
Ashley Ndlela, from Rhodes University in the Eastern Cape, shared that her first-year experience was both overwhelming and exciting.
“There were a lot of cultural shocks that I encountered that left me questioning the life that I have lived in Johannesburg. University is way different from High School, and that threw me off a bit because the work ethics required were way beyond what I had anticipated,” said Ndlela.
Despite the pressure, Ndlela eventually adapted well to her new environment and enjoyed her experiences in the lecture hall.
With layers of support put in place to endure the adaptation from transitioning from high school to higher institute, first-year dropout remains an international concern.
INSIDE EDUCATION
