‘It was like stepping into a void’: student experiences of taking a break in study in higher education

Background:

Nursing education is associated with high attrition, yet little is known about students who temporarily take a break in study. This study explored the incidence and reasons for break in study and students’ experiences of returning to higher education.

Methods:

A mixed-methods design was used. An online survey was sent to 68 healthcare students who had returned from a break in study and semi-structured interviews were conducted with six nursing students. Quantitative data were analysed descriptively and interview data were analysed using reflexive thematic analysis.

Results:

Health-related reasons, family responsibilities, academic pressures and life transitions were the main factors influencing students’ decision to take a break. Interview data identified three themes: difficulty reintegrating into the course, emotional wellbeing and administrative challenges. Students commonly described taking a break in study as a last resort, and reported anxiety about returning and inconsistent communication as reasons that interfered with smooth reintegration.

Conclusions:

Taking a break in study is a significant but underexplored aspect of healthcare education, and is shaped by intersecting personal and institutional pressures.

Implications for practice:

Structured, proactive support and clearer communication are needed to improve students’ experiences of returning from a break in study, which may also help reduce attrition.