A ‘Gap' in Wellbeing? the Effect of Delaying Post-Secondary Education

Introduction: Globally, there is an emerging trend of delaying postsecondary education following high school completion: 43% of Canadian students delay enrollment longer than 4 months (Hango, 2010). Debate continues as to whether taking a “gap” is beneficial or harmful. Some research suggests those who delay are less likely to enroll or obtain a degree (Bozick & Deluca, 2006). However, others suggest delayed entry provides an opportunity for self-reflection, facilitating better-informed decisions about degree plans and future career options (Ahlgren, 2006). Understanding the implications of a “gap” on wellbeing has important implications for educational policies and supporting successful educational transitions. This study asks: 1) is taking time off after high school beneficial for wellbeing in young adulthood? 2) Is there an optimal amount of “gap” time?

Methods: Participants were drawn from a random community sample of Canadian youth who were interviewed five times (biennially) between 2003 and 2011. The present study uses a subsample of 287 youth (T5 age = 20 to 27; 123 males and 164 females) who commenced post-secondary education between 2004 and 2011. Dependent variables included four indicators of personal wellbeing (autonomy, mastery, purpose in life and self-acceptance), substance use (alcohol, marijuana, and other illicit drugs) and postsecondary attainment (dropping out and enrolling in a four-year degree). Regression models controlled for age, gender, mother’s education and self-reported high-school grades at Time 1.

Results: Fifty percent of participants commenced postsecondary education on time (within three months of leaving high-school). Twenty-five percent took a gap year (gappers), and twenty-five percent delayed longer than a year (delayers). Consistent with past research both gappers and delayers were less likely to enrol in a four-year degree (OR=.34, p<.001; OR=.25, p<.001) than those who commenced on time. Gappers and delayers also reported significantly lower mastery (B=-.25, p<.01; B=-.21, p<.05) and delayers reported lower self-acceptance (B=-.31, p<.01) and purpose in life (B=-.24, p<.05). Delaying postsecondary education was unrelated to autonomy, substance use, and likelihood of dropping out of postsecondary education.

Conclusions: Overall results suggest few benefits of delaying postsecondary education. Taking a gap year was not generally associated with poorer wellbeing, but those who delayed longer than a year felt overwhelmed by the responsibilities of everyday life, lacked a sense of future orientation, and were unsatisfied with their life and achievements. This study suggests that postsecondary institutions may need to offer different academic and personal supports to those who delay more than a year.