Enhancing College Performance through Gap Years

Many students opt for a gap year, and there can be countless reasons behind the decision to take one. A gap year, when done for the right reasons, can be beneficial and enhance college performance. A gap year is an experimental learning time off usually taken after the completion of high school and before college, intended to enhance one’s personal, professional, and practical awareness. Around 40,000 to 60,000 students opt for a gap year annually, and in 2020-2021, the number touched 130,000. The reason for taking a gap year can include traveling, focusing on mental health, gaining professional experience, and discovering one’s passion. For the gap year to be worthwhile, students should set specific goals that can benefit them in their college years, by teaching them new perspectives, skills and providing emotional maturity (Claybourn). Utilizing the time off by doing a pre-college internship, volunteering work or a job, or pursuing activities to discover one’s passion can be beneficial for the student. Such experiences will also make them more independent and mature, prepare them for the trials of college, and enhance their performance.

Research has demonstrated that the reasons why people take gap years place a great emphasis on promoting positive outcomes for themselves and their wellbeing. The reasons include uncertainty concerning a course of study or choice of career, feelings of burnout, or a desire to work to pay for one’s own education. Sometimes a student may not have gotten admission to the desired college, and in such a situation, taking a gap year will help re-brand oneself and stand out from the competition during the next enrollment time (Claybourn). Nieman (132) added that the individual’s gap year experience was beneficial in preparing them for higher education since it provided them time to determine their future path and led to increased desire and a more concentrated approach to their education. Additionally, it helped them recover from burnout, made it easier for them to adapt to college life, enhanced their international and interpersonal communication skills, and aided in their personal growth, independence, and self-awareness. These experiences lead to heightened motivation, improved time-management skills, and a deeper commitment to academic pursuits. Moreover, students who take gap years often have a clearer sense of purpose, leading to more focused and successful college experiences (Nieman 132).

A thriving business of gap year programs, an abundance of available guides, and the presence of the Gap Year Association are all signs that gap years are becoming more and more popular in the United States. The interest rate and patterns of enrollment for gap years are also rising globally. In fact, up to 40% of college students globally are seriously contemplating taking a gap year (Horn). However, according to the Gap Year Association, gap years that are taken locally or abroad incorporate developing one’s self-awareness, learning about other cultures, and exploring potential career paths. In comparison with learners in the United States, gap years are more prevalent in Australia, the United Kingdom, and other regions of Europe. Individuals of color, first-generation college learners, students with limited incomes, migrant students, and students who identify as male are the highest populations that continue to present curiosity about gap years.

Many students who took a gap year indicate they are satisfied with their current employment (Gap Year Association). Further investigation showed that this was tied to a less-selfish method of dealing with people and advancing one’s career. In addition, a recent study by Sydney University scholars of over 900 first-year students found that taking a year off not only increased students’ motivation but also significantly improved their academic achievement in their first semesters of college (Gap Year Association). This suggests that those who take gap years succeed more often and do better.

However, before deciding to take the gap year, students must determine their motivating factors, long-term goals, financial capabilities, and the college’s admission policy (Tretina and McGurran). When done without a plan, a gap year can end up wasting time and money, and it will not give anything useful in return. In the article “Is taking a gap year between high school and postsecondary education beneficial or detrimental in the long term?”, Marc Frenette sought to discuss the possible consequences of having a gap year between secondary and advanced education on the amount of salary earned as an adult. For example, during a gap year, individuals can be hired on low-paying occupations, where they can gain skills and experience to prepare them as an individual not only for education but also in their future adult life, such as networking, conflict resolution and independence. However, taking a gap year can affect the salaries of individuals in the long run.

According to research by the Federal Reserve Bank of New York, having a gap year can cost a student up to $90,000 in lost potential income in the future (Rend Lake College). This demonstrates that the costs are typically higher when someone takes a gap year. Some of the factors that might be responsible for this include the fact that graduates might have entered the employment market earlier than they should have. Due to their later-than-anticipated college graduation, individuals lose out on that first year of pay. And compared to the earnings of an individual who joined the labor market earlier than they did, that wage loss may increase annually. While studies shows that while gap years can offer unique experiences, moreover, they also pose the risk of academic disengagement and a loss of momentum (Hattingh, 2022), indicating that students who take a break from structured learning might struggle to adapt to the rigors of college coursework. Typically, studies on gap year only focus on its effects on the student’s performance in postsecondary education. However, Frenette discussed a fresh and unique perspective on the possible consequences of taking a gap year, as he provided insights for students to think about. The effectiveness of gap years largely depends on students’ motivations, planning, and the quality of experiences they embark on.

The amount of time that adults take between finishing high school and going back to finish their college degrees can vary significantly depending on personal circumstances and outside factors, according to Rosenbaum, Deil-Amen, and Person’s 2006 book “After Admission: From College Access to College Success”. The authors talk about the difficulties that students who decide to go back to school after a break experience, highlighting how these difficulties can significantly affect how long it takes them to finish their degrees.

The authors stress how crucial it is to remove the challenges faced by returning students. These challenges might include being academically unprepared, having limited resources and access to scholarships and other financial aid opportunities, and having to balance family obligations. There are ways for colleges to acknowledge and cater to the special demands of these adult learners in order to assist their successful re-entry into higher education and guarantee a faster route to degree completion. For example, offering flexible course scheduling, focused academic assistance, and financial aid alternatives designed to meet the requirements of returning students may all be extremely helpful in reducing the time between enrolling again and obtaining a degree. Colleges can assist individuals in overcoming obstacles and successfully navigating their way back to higher learning by providing extensive support systems.

Taking a gap year can be beneficial and enhance a student’s academic performance if they have a solid plan for utilizing the time off. A well-thought-out gap year can prepare the student to handle academic rigors and achieve success. The decision to take a gap year should be determined by a balanced evaluation of individual goals, motivations, and potential benefits and drawbacks. As students consider whether the time off is truly worth it, they should weigh these factors to make an informed choice that aligns with their aspirations for success in college and beyond.

Annotated Bibliography
1. Claybourn, Cole. “What a gap year is and how it prepares students for college.” U.S News, 29 Nov. 2022, www.usnews.com/education/best-colleges/articles/what-a-gap-year-is-and-how-it-prepares-students-for-college.
This academic publication emphasized many circumstances of how a gap year helps them. It outlined a number of compelling arguments for learners to take a gap year.
2. Nieman, M. M. “South African Students’ Perceptions of The Role of a Gap Year in Preparing Them for Higher Education.” Africa Education Review 10.1 (2013): 132-147. https://doi.org/10.1080/18146627.2013.786880
This scholarly source focused on examining the views of learners about how a gap year benefits them. It demonstrated several major reasons that push the learners to take a gap year, which include preparing for the path they will take for higher education, working to save money for their education, and relieving stress from academic burnout.
3. Horn, Michael. “Unprecedented Numbers of Students Are Taking a Gap Year. What Should They Do With the Time?” (12 Aug 2020). https://www.edsurge.com/news/2020-08-17-unprecedented-numbers-of-students-are-taking-a-gap-year-what-should-they-do-with-the-time
An electronic magazine on education, EdSurge features headlines and studies that enlighten, educate, and pique the interest of the reader. The data pertaining to the gap years that students take to give themselves time to think about and choose their future career paths is examined in this particular article by this source.
4. Gap Year Association. “Gap Year Research and Benefits.” (2023). https://www.gapyearassociation.org/gap-year-research/
The Gap Year Association, from the name itself, offers a wide range of information about the gap year movement. This is a helpful source of information because it is based on current research, statistics, systematic data, and surveys. It is also focused on empowering students to explore career opportunities despite the duration of the gap years they took.
5. Tretina, Kat, and Brianna McGurran. “What is a gap year and should you take one?” Forbes, 1 June 2021, www.forbes.com/advisor/student-loans/what-is-a-gap-year/.
This academic resource provides a summary of the benefits and drawbacks of taking a gap year in terms of money and funding.
6. Frenette, Marc, Government of Canada, Statistics Canada. “Is Taking a Gap Year between High School and Postsecondary Education Beneficial or Detrimental in the Long Term?” Www150.Statcan.gc.ca, 25 May 2022, www150.statcan.gc.ca/n1/pub/36-28-0001/2022005/article/00004-eng.htm.
This article compared the traits of students who ultimately enrolled in a postsecondary degree programs.
7. Rend Lake College. “The Cost of a Gap Year may Haunt You.” (13 Aug 2020). https://www.rlc.edu/pressroom/14762-the-cost-of-a-gap-year-could-come-back-to-haunt-you
This college website provides data about the actual experiences that students go through. As a college website, it is considered a reliable source that helps students and researchers be
informed about the different concerns regarding entering a college. It also serves as a guide for supporting students in their overall academic journey.
8. Hattingh, M. (2022). Exploring the challenges and opportunities of gap year institutions in selected provinces in South Africa. https://repository.nwu.ac.za/handle/10394/40074
Giving an exploratory and descriptive view of the usefulness of gap year institutions in South Africa and the impact on personal development and academic achievement was the first key goal of this study. The study also aimed to learn more about the students’ opinions and experiences with taking a planned gap year. This study’s second main goal was to assess the opportunities and difficulties facing the gap year sector.
9. Rosenbaum, James E., et al. After Admission: From College Access to College Success. Russell Sage Foundation, 2009.
After Admission contrasts private occupational colleges with community colleges that grant accredited associate’s degrees. The authors look at how these various institutions engage with students, impart to them social and cultural knowledge that is prized in the job market, and motivate them to finish a degree.