As students return to campus to continue their university journeys in 2025, many won’t return for a second year. According to a recent study, between 50 to 60% of first-year university students in South Africa drop out before completing their qualifications. It’s an alarming statistic, but also a reflection of deep-rooted systemic issues with long-term consequences for individuals, families and the economy.
And with South Africa’s youth unemployment crisis being one of the highest in the world, the rising dropout rate highlights the broader challenges facing the country’s education and skills development systems, and the ripple effects across society. For many dropping out often means student debt without the degree to show for it, leaving young people with fewer opportunities, diminished confidence and in many cases, no clear path forward.
“Dropping out doesn’t happen overnight,” says Margi Boosey, Principal at The IIE’s Varsity College, IIE MSA and IIE Vega School. “It’s a slow decline that often begins before students even set foot on campus. What we find is that the transition from high school to university is a big one for many young people from and academic, emotional and social viewpoint, and many students simply aren’t prepared or getting the support they need to navigate this major shift.”
Why are so many students leaving?
Boosey says that there’s no single reason out there to explain the high rate of drop outs in the first year of university, but there do happen to be a number of consistent threads that are contributing to the issue.
For instance, many students discover too late that they’ve chosen a qualification they’re not passionate about or suited to. “In many cases, subject choices in Grade 10 were made without proper guidance, which limits career pathways later on,” says Boosey.
Mental health challenges are also a factor that must be weighed here, where the stress of a new environment, academic pressure and being away from family support can all take a toll. And unfortunately, access to mental health support remains inconsistent at many institutions.
“Social overwhelm is a reality we cannot neglect,” adds Boosey. “University is meant to be an exciting, engaging and mind-expanding time, but too much too soon can derail a young person’s focus and structure, especially if there’s no mentorship or support in place.”
A system under pressure
Add in the systemic pressures from South Africa’s deeply unequal schooling system, and it’s clear the problem starts long before registration day. Many students arrive at university academically underprepared due to disparities in the quality of education they received in high school. This gap makes the already steep transition to higher education even harder.
Financial pressures also pile on as university fees, accommodation, textbooks and daily living costs create enormous strain, especially for students from low-income backgrounds. For many, this means juggling part-time work with full-time studies, or worse, dropping out because they simply can’t afford to continue.
The reality is also that certain courses feel the pinch more than others. Engineering, for example, has some of the highest dropout rates, which is often linked to students not being adequately prepared for the demanding workload and complex subject matter. With little or no academic support systems in place, these students face an uphill battle that many don’t overcome. The shortage of qualified engineers in South Africa is a direct consequence of this pattern, highlighting how systemic failures at the schooling and university levels perpetuate critical skills shortages in the economy.
A system under pressure
The consequences of dropping out are more far reaching than many realise. Not only does it lead to knocks in confidence in the students, but families often carry the financial burden of fees for incomplete degrees.
“Rather than looking purely at academic results alone, prioritising holistic student development is key. This means developing interventions and programmes that address issues pertaining to the whole person, including mental wellbeing, peer connection and readiness for the working world,” adds Boosey. “Structured orientation programmes, access to mental health support, and smaller class sizes all contribute to more personalised learning journeys.”
Addressing South Africa’s dropout crisis will require a collective shift from institutions, learners and their support systems alike. That means asking the right questions before a student even enrols, and choosing education pathways that value more than just academic performance.
Institutions must look to foster critical thinking, creativity and personal growth, instead of merely focusing on exam results. Just as importantly, learners must be encouraged to reach out for help early, whether academic, emotional or financial, so that small setbacks don’t spiral into major derailments.
