Pre-College Gap Year Experiences and Youth Well-Being: A Qualitative Exploration

A pre-college gap year refers to a temporary break taken before entering higher education, during which students engage in activities such as skill development, employment, volunteering, travel, or preparation for future academic goals. In recent years, gap years have become increasingly common among young people due to academic uncertainty, burnout, financial limitations, and the desire for personal growth. The present study explored pre-college gap year experiences and their influence on youth well-being using a qualitative exploratory research design. Data were collected through semi-structured interviews conducted with ten college students selected through purposive sampling. Narrative analysis was used to interpret participants lived experiences and understand the meanings attached to their gap year journeys. The findings revealed that although many participants initially experienced disappointment, confusion, social comparison, and societal pressure, they gradually reconstructed their gap year experiences positively. Participants reported improvements in emotional well-being, self-awareness, maturity, academic motivation, career clarity, and interpersonal skills. Several participants also described the gap year as a period of recovery from academic burnout and an opportunity for self-reflection and personal development. Family and peer support emerged as important factors that helped participants cope with uncertainty and maintain confidence. Despite challenges related to stigma and delayed academic progression, most participants viewed the gap year as a transformative phase that contributed positively to their personal and academic growth. The study highlights the importance of understanding gap years not merely as interruptions in education but as meaningful developmental transitions that can enhance youth well-being and readiness for higher education.

Gap year, Youth well-being, Narrative analysis, Personal growth

1. American Gap Association. (2020). Gap year survey report. https://www.americangap.org [Google Scholar] [Crossref]

2. Andres, L., Adamuti-Trache, M., Yoon, E. S., Pidgeon, M., & Thomsen, J. P. (2017). The influence of gap year experiences on students’ academic and career trajectories. Higher Education, 73(5), 749–764. [Google Scholar] [Crossref]

3. Andres, L., Kraehnke, K., & Zelakiewicz, P. (2017). Exploring the gap year experience: A qualitative study. Journal of Youth Studies, 20(5), 542–557. [Google Scholar] [Crossref]

4. Haigler, K., & Nelson, L. (2011). The gap year advantage: Helping your child benefit from time off before or during college. St. Martin’s Press. [Google Scholar] [Crossref]

5. Martin, A. J. (2010). Should students have a gap year? Motivation and performance factors relevant to time out after completing school. Journal of Educational Psychology, 102(3), 561–576. https://doi.org/10.1037/a0019321 [Google Scholar] [Crossref]

6. Simpson, K. (2005). Dropping out or signing up? The professionalisation of youth travel. Antipode, 37(3), 447–469. https://doi.org/10.1111/j.0066-4812.2005.00506.x [Google Scholar] [Crossref]

7. Taormina, T. (2013, April 4). What's a gap year before college (& should you take one)? Her Campus. Retrieved December 6, 2014. [Google Scholar] [Crossref]

8. Van der Merwe, P., Gohori, O., & Vosloo, P. (2023). Beyond adventure GAP year programme: Is it successful in training soft skills? Journal of Adventure Education and Outdoor Learning, 23(4), 395–411. https://doi.org/10.1080/14729679.2023.2247498 [Google Scholar] [Crossref]

9. Walker, A. (2018). The gap year: A review of the literature. Journal of Education and Human Development, 7(1), 1–12. [Google Scholar] [Crossref]

10. Walker, J. (2018). The power of the gap year: How time off transforms lives. Penguin Book. [Google Scholar] [Crossref]

• A Comparative Study of Adjustment Level, Parental Income and Academic Achievement of Adolescent Girls
• Increase in STIs among Adolescents in Masvingo District
• A Correlation between SDG 4 (Quality Education) and Emotional Disposition of Teacher Educators in Hyderabad District
• Ear Piercing Behaviour and Self-Esteem among Male University Students in Nigeria
• A Study of Religiosity and Psychological Well-Being