The missing graduates: Why some varsity students never make it to the graduation stage

Yet amid the celebrations, there is another side of university education that rarely gets enough attention. What happens to the students who enrolled in the same institutions but never make it to the graduation stage? Why do some take much longer than expected to complete their courses, while others accumulate supplementary examinations, defer their studies or abandon university altogether?

It is a conversation worth having in a society where university admission is often seen as a major milestone and a gateway to a promising future. Admission, however, is only the beginning. Completing a degree requires discipline, resilience, sound judgement and the ability to navigate the many distractions and challenges of university life. The reasons for delayed completion and dropout are varied. Some are beyond the student's control, while others are closely tied to personal decisions, lifestyle choices and attitudes towards academic responsibility.

Peer pressure and the pull to belong(Education News Kenya — https://educationnews.co.ke/news/the-missing-graduates-why-some-varsity-students-never-make-it-to-the-graduation-stage)

University introduces young people to a relatively independent environment where they meet people from different backgrounds, cultures and experiences. This can be enriching, but it also brings difficult choices. Some students become so eager to fit into particular social circles that they gradually lose sight of why they joined university.

The desire to belong can shape spending habits, relationships, social activities and personal conduct. A student who arrives with clear academic ambitions may slowly become preoccupied with social acceptance, and when the company one keeps begins to decide how time and money are spent, academic priorities easily take a back seat. Friendship is valuable, but it should not become a reason for abandoning personal goals.

Closely related is alcohol and drug abuse, which remains a serious concern in institutions of higher learning. Substance dependency can interfere with concentration, judgement, attendance, financial management and academic performance. Students struggling with addiction may begin missing lectures, neglecting assignments and spending money meant for essential needs.

The National Authority for the Campaign Against Alcohol and Drug Abuse (NACADA), in its 2024 national study released in February 2025, surveyed 15,678 students in 17 public and private universities in Kenya. It found that 45.6 per cent had used at least one substance in their lifetime, while 26.6 per cent reported use in the preceding month. Substance use does not automatically lead to academic failure, but the findings underline the need for universities, parents and students to confront the problem through deliberate prevention and support.

Choosing the wrong course

Another problem is the choice of programme. Some students enter university to pursue courses they have little interest in, influenced by parental expectations, social prestige or the perceived financial rewards of certain professions. Others accept whatever programme is available without understanding its demands and professional pathways.

The situation becomes harder when a student finds that the course does not match their abilities, interests or career aspirations. Some programmes demand strong foundations in mathematics, sciences, languages or other specialised subjects, and where a student lacks the preparation, the transition can become overwhelming. This raises a question about career guidance before admission: are learners helped to understand their strengths, interests and capabilities before they choose degree programmes? Parents and guardians should guide without imposing choices that reflect their own ambitions instead of their children's abilities.

The challenge is not always a lack of intelligence or potential. Sometimes students enrol in programmes whose demands they have not fully understood, and when academic pressure meets inadequate preparation, they lose confidence and disengage. Others fail to seek help early enough, allowing manageable difficulties to grow into serious obstacles.

University education is expensive, particularly for families already struggling with basic household needs. Tuition, accommodation, transport, food, learning materials and personal upkeep all require money. Some students are forced to defer their studies when funding becomes unreliable, while others take up jobs or other activities to supplement their upkeep, which makes it harder to balance work and study.

A 2026 study by Patrick Kibet Riwong'ole, Robert Kati and Sarah Naliaka Likoko on the timely completion of undergraduate degrees in public universities in Western Kenya involved 705 participants. It identified academic motivation, time management, personal struggles and university entry preparedness as important factors. Financial shocks were also highlighted as obstacles that could force students to defer or repeat courses. The findings reinforce the need to treat university completion as a shared responsibility between students and institutions.

University demands a level of personal responsibility that may be unfamiliar to students coming from closely supervised school environments. Unlike secondary school, where teachers monitor attendance, assignments and progress, university students are expected to take ownership of their learning.

Some attend lectures irregularly, miss Continuous Assessment Tests, fail to submit assignments and neglect to follow up on results. Others remain unaware of missing marks, failed units or outstanding requirements until they try to graduate, which can prolong the journey unnecessarily. A student who does not regularly consult lecturers, academic advisers or departmental offices may fail to spot problems before they become hard to resolve. Academic freedom should not be mistaken for freedom from responsibility.

University students are not insulated from bereavement, relationship difficulties, family conflict, anxiety, depression and the pressures of becoming adults. Some carry responsibilities that their classmates and lecturers cannot see. A student who appears disengaged may actually be struggling with circumstances that call for understanding and professional support, not condemnation.

Universities should therefore strengthen counselling departments, mentorship programmes and academic advisory systems. Lecturers and departmental administrators should be encouraged to identify students who repeatedly miss classes, fail assessments or show prolonged disengagement, since early intervention can make a significant difference before a student reaches the point of discontinuation.

Parents and guardians also have a responsibility. Financing university education should not end with paying fees and providing upkeep. Young people still need guidance, encouragement and meaningful conversations about their progress, friendships, lifestyle choices and ambitions. Parents should keep communication open without turning every academic challenge into an interrogation, and students must learn to share their difficulties instead of hiding them until matters become unmanageable.

The government and higher education stakeholders must also look at the structural factors that affect completion. Adequate student funding, accessible learning resources, manageable academic support systems and reliable institutional administration are necessary. Universities should not measure success only by admission numbers and impressive graduation ceremonies. Retention, progression and timely completion deserve equal attention.

From access to completion

University education is a significant stepping stone towards professional growth, economic independence and personal development, but the journey needs more than an admission letter. It demands maturity, self-discipline, commitment and the wisdom to tell temporary pleasures from long-term aspirations.

As universities celebrate their graduates, it is time to pay equal attention to those still struggling to finish. Every student who drops out represents an interrupted ambition, a family investment under strain and, in some cases, a lost chance to contribute to society. The conversation must move from access to higher education to what it takes to ensure successful completion. How many students are quietly accumulating failed units? How many are struggling with addiction, financial hardship or unsuitable career choices? How many simply need academic guidance, counselling or someone to notice that they are falling behind?

The graduation stage should not be the only place where we measure the success of university education. We must also examine the journeys that end prematurely, the students who are left behind and the institutional gaps that let preventable academic failure continue. An admission letter opens the door, but discipline, support and determination help a student reach the graduation stage.