The Space Between: Graduation, Transition and What Comes Next

To the class of 2025 – from Geneva to the world – congratulations.

Over the years, and past few weeks, I have had the honour of watching students from across Geneva mark their transitions in sunlit courtyards and auditorium halls, tossing their mortarboards high into the alpine air. Whether finishing their IB Diploma, Swiss maturité or A-Levels, these ceremonies serve as a powerful reminder, that something profound is happening: not just an ending, but the beginning of becoming.

But once the applause quietens, and the sun sets on the summer trip, what happens next?

The leap from school to university, employment, apprenticeship, or adult life in general is more than just logistical. The leap is an emotional, intellectual, and deeply philosophical shift. Suddenly, you are asked to steer your own ship. The scaffolding of school life (timetables, teachers, perhaps even tannoys) falls away. And with that freedom comes disorientation.

This sense of dizziness is not imagined. It is a widely-felt experience and an increasingly documented phenomenon. Over half of students age 15 to 19 felt unsure about the next steps after leaving school, with many reporting a lack of guidance around pathways beyond university. The OECD warns of the "decision overload" among school leavers, who now face, a complex maze of academic, vocational, and personal options, often without the structured support they have grown used to. Notwithstanding parental pressure and subtle pushes from schools into "copy-paste" careers. And as routines dissolve, the question becomes not only "what should I do?", but "who am I becoming without the safety net of school?" For many, graduation isn't just a finish line. It's a psychological pivot point, requiring deeper well-being support to coincide with academic planning.

Beyond the Ceremony

Across the UK, UCAS reports that nearly 300,000 students were accepted in 2024 a 2.9% increase, reflecting, not just ambition, but inclusivity: students from disadvantaged backgrounds were at historic highs. Yet, at the same time international entrants dipped, and the with current political situation this may only get worse.

Statistics on applications volume don't really capture the increasing pressures beneath. Mental health remains a major pressure point. Nearly 37% of UK, undergraduates report, anxiety or depression, and rates of diagnose mental health conditions have increased sixfold since 2010.

Career pathways are evolving, but challenges persist. While most school leavers, now achieve a Level Three Qualification, it seems success is still unevenly distributed. Students who come from families with "professional backgrounds" are 30% more likely to complete university degrees than their peers from "working-class" families. Therefore academic readiness alone doesn't ensure equal outcomes.

And from a Swiss international school context - where privilege and opportunity is assumed - pressures quietly unfold for students. Despite apparent financial security and access to elite institutions, many students face intense pressure to succeed, often tied to family expectation, social competitiveness and school marketing. This performance-driven mindset contributes to heightened, anxiety, imposter syndrome, and often a reluctance to seek help. Wealthy students are statistically less likely to access mental health services due to stigma all the belief that it isn't meant for them. Loneliness and cultural dislocation are also common with over 60% of high income, Expat students reporting feelings of isolation during crises. Career uncertainty, especially around visas, global mobility and unfamiliar job market adds another layer of stress, making the risk of disengagement or dropout, surprisingly high, even among the most privileged. It's time we retire, the stereotype of the poor little rich kid, punching up, to punch down. Wealth doesn't shield, young people from pressure, isolation and neglect.

Despite the threats to wellbeing as aforementioned, the outlook isn't bleak – it's dynamic and bright. Universities and employers are evolving, embedding, well-being, frameworks, coaching, and alternative routes, which acknowledge the whole student. The space between school and the independence is an empty it's Verdant, alive with potential. The transition from post-16 life marks more than a new chapter its an invitation into a world that values, agility, empathy and passion. With the right support, this transition becomes a launchpad rather than a cliff edge.

By embracing life competencies like critical thinking, adaptability, self-awareness and collaboration, we (schools, families, mentors) help students turn uncertainty into opportunity - cultivating resilience, curiosity and a sense of purpose.

And yet, despite these challenges, this is the moment that serves as an invitation. An invitation to step into uncertainty with intention and purpose, to navigate the space between what was and what comes next.

An Invitation...

Embrace the Unknown - an invitation to students

If this change feels overwhelming, remember: you are not alone. There's thousands of people going through the same transition, but in their own unique way. The change should feel monumental, because it is and your feelings understandable, as most people have gone through this path. You're now floating between contexts - no more teachers steering your day, or predictable corridors. But the space is fertile. So test assumptions, challenge yourself, make mistakes, be flawed and reflect. Success isn't only measured in grades, but also in growing resilience and developing your capacity to adapt and thrive in flux.

Let them become – an invitation to parents

I know this stage can feel like a loss. I can only imagine the feeling after guiding your child for years, and now they are making choices beyond your reach and out of your touch. Take heart. Research shows that your close, open dialogue and steady encouragement protect against anxiety more than polished applications ever could. You are the emotional rock, but you also need to state your hopes and fears. Be true to yourself and use the structures to support you, so you can support your children

Nurture beyond the grade – an invitation to educators

In the final weeks of school, it's tempting to focus on results and crash course revision. But long after grades go to the bottom of CVs and memories, a students self-belief and wellbeing endure. Success doesn't come from pushing harder, it comes from being well. Look after yourselves and your students. Health is not a bonus point, its the core.

Let's tend to that growth - "nurturing minds, growing futures".

www.verdantconsultancy.com

www.verdantconsultancy.com

References

UCAS (2024). End of Cycle Data Resources 2024 – Summary Statistics. https://www.ucas.com

Office for Students (2023). Access and Participation Data Dashboard. https://www.officeforstudents.org.uk

Universities UK (2023). Student Minds & Cost of Living Pressures Report. https://www.universitiesuk.ac.uk

TASO & King’s College London (2023). Student Mental Health in UK Higher Education: Research Overview. https://taso.org.uk

International Journal of Intercultural Relations (2021). “Social Isolation Among International Students.” Elsevier Publishing.

Luthar, S. S. (2013). “The Culture of Affluence: Psychological Costs of Material Wealth.” Teachers College, Columbia University.

Stanford Graduate School of Education (2023). “Imposter Syndrome in High-Achieving Youth.” https://ed.stanford.edu

OECD Education Working Papers (2023). “Supporting International Students’ Transitions into Work.” https://www.oecd.org

World Health Organization (2022). Adolescent Mental Health Fact Sheet. https://www.who.int