Discussion

This chapter explains the significance of the findings presented in Chaps. 3 and 4 and discusses the extent to which the participants coped with educational transition. It starts by discussing those who adapted best to become like “fish in water” (Bourdieu & Wacquant, 1992, p. 127), which required alterations to previous ways of thinking, being, feeling and acting throughout FE and HE. Individuals’ journeys and habitus were in a constant state of flux across all 3 years as they developed in response to external (and internal) stimulus. Subsequently, individuals’ habitus subtly altered to accommodate their new surroundings.