Stepping into Higher Education: Exploring Students’ Pre-Arrival Nervousness Across an English University

The transition to university is a major life shift shaped by academic, social and personal change. Guided by Schlossberg’s Transition Theory, this study provides rare insight into pre-arrival nervousness among first-year undergraduates (UG) entering an English university. This paper reports findings from the qualitative component of a wider study exploring students’ pre-arrival experiences and expectations. A total of 1578 incoming UG students across twelve academic schools at a UK university provided qualitative responses to an open-ended survey question designed to capture self-reflective accounts of nervousness prior to enrolment. Using an inductive content analysis approach, four key themes were identified: social integration and belonging, academic adjustment and workload, health and wellbeing, and financial and practical concerns. Findings highlight the multi-faceted and anticipatory nature of transition, demonstrating that students’ perceptions of readiness are formed before direct engagement with the university environment. The study extends existing literature by positioning nervousness as an integral component of the transition process rather than a reaction to it. These insights offer evidence-based guidance for institutions to implement proactive, inclusive pre-arrival strategies that support early engagement, enhance student confidence and promote successful adjustment to higher education settings.