Academy of Educational Leadership Journal Volume 24, Issue 2, 2020 1 1528-2643-24-2-149 ADJUSTMENT EXPERIENCES OF FIRST-YEAR STUDENTS IN SOUTH AFRICA Bongani Innocent Dlamini, Durban University of Technology Reyagalaletsa Felicity Tom, University of Limpopo Kathryn Anne Nel, University of Limpopo Luther-King Junior Zogli, Durban University of Technology ABSTRACT Background and Objective: For most students, adjusting to both social and academic life entails engenders a modicum of stress and emotional challenges for most students, resulting in risks of students drop-out. The current study sought insight and understanding into the adjustment experiences of first-year students at a previously disadvantaged tertiary institution of Higher learning in South Africa. Materials and Method: Qualitative research was conducted to establish the lived experiences of the participants. Four focus with eighteen first-year participants from different departments were utilised for data collection. Data were gathered via semi-structured interviews, which allowed probing. Thematic Content Analysis was employed to gather themes from the data. Results: The main results indicated that first-year students found life was different, many old familiar and predictable relationships disintegrating. However, they also found independence and the resilience to adapt to change. Positive adjustment experiences and coping mechanisms included working hard, interacting with lecturing staff and attending religious events, while negative ones included drinking alcohol and smoking marijuana. Conclusions: The study recommended that orientation for first-year students is imperative and should incorporate a programme that helped first-year students understand the challenges they are likely to face in this new phase of their academic and social development. Keywords: Coping, Content Analysis, Dropout, Tertiary Setting, Workload, Psychological Stress. INTRODUCTION According to Ayele (2011), “Adjustment involves the ability to select appropriate and effective measures in meeting the demands of a new environment while maintaining a healthy attitude towards it ”. This does not just solely rely on academic ability, but also on the ability of a student to quickly adjust to an environment that requires greater autonomy and responsibility than was expected in a school setting (Brinkworth et al., 2008). The adjustment process can be achieved through internalising the character, culture, and behavioural norms of the institution in which the student is enrolled. Secuban (2012) states that students’ ability to set goals and achieve a balance between academic and social activities plays a critical role during their first-year, which culminates in successful graduation. Some students adjust relatively well to their new environment, whilst for others, the transition entails a great degree of personal stress and emotional maladjustment (Beyers & Goossens, 2003). The majority of studies on the adjustment experiences of students attending tertiary institutions are quantitative in nature (Schultz, 2008; Somer & Dumont, 2011; Thurber &