Abstract
Transition from school to university can be considered a turning point in the lives of students (Worsley et al., 2021). Since many students are compelled to leave their family homes and begin a new life with students from different backgrounds, it is a time in life where one learns self-reliance and personal development (Maykrantz & Houghton, 2020). The transition time can be difficult and stressful even though it offers some personal independence (Yu et al., 2018). Research reveals that first-year students encounter numerous obstacles when they transition from school to university. These obstacles can include financial strains, difficulties adjusting to the new environment, and detrimental effects on their academic performance. Disparities in language, lifestyle, and perceived class divides are the main causes of these unfavorable experiences.
In this study, I explored and theorized the experiences of first-year university students as they transitioned from school to higher education. I deliberately selected eight first-year University of Johannesburg students for an exploratory case study in order to learn more about their experiences throughout this change. In order to gather detailed information and address the study issues, I employed qualitative semi-structured 23 interview questions. For the purpose of examining and understanding first-year students' experiences during the period of transition from school to university, I turned to intersectionality as a theoretical framework.
When analysing data I found that some of the first-year students lack parental or family support during the transitional period from school to university, some first-year students find it difficult to adapt to the new environment and struggles to access learning materials and other facilities where students can get all the support they need. I recommend that parents and guardians fully support first-year students, institutions of higher learning create plans that create a more welcoming atmosphere for students who are first-years. These interventions ought to include efforts to increase access to technology, academic support services, financial support, enough accommodation, and mentorship programs.