The transition from school to university presents novel demands for all students. Although this educational milestone has been addressed by scholars, particularly those interested in the study of higher education, there is a dearth of literature regarding gifted students’ experience of their handling demands of first-year university. In the absence of research on the topic, the article explores two themes that emerged from counselling experience with gifted students who were unsuccessful in making the transition, namely lack of knowledge of the reality of first-year university and factors unique to giftedness.
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