Young people navigating the transition to university: Policy, context and influences

Abstract

Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small proportion of young people. The number of young people in the UK now applying to university each year is the highest it has ever been, at more than half a million. The decision to attend university raises questions for young people about costs and benefits – social, emotional and financial. Surprisingly, the transition to HE has provoked very little academic discussion in that part of the psychology community involved with young people and their education. The paper uses ideas from life course theory (LCT) to organise the research evidence and provide an account in terms of policy, social context and sources of influence. It examines critically the concept of ‘progression’ to higher education and the role of university marketing. The paper concludes by suggesting how psychologists might helpfully engage with the issue at the level of both public policy and individual guidance.