This chapter analyzed expectations, culture, and adaptation to higher education institutions by first-year students. By adopting a conceptual review as framework, data were obtained from published literature. The results presented in the chapter indicated that most first-year students have unrealistic expectations and that the university culture often presents new and confusing expectations to the majority of first-year students. Moreover, many students are still starting their experience with either high or unrealistic expectations for what to expect during their first year of university. It is recommended that the managers of universities should develop more positive alignment between perceived expectations and levels of student satisfaction with the quality of their experience.

Teenage motherhood is a worldwide problem with 36.4 (r = .550, n=166, p<.05). The study recommended that School principals should be entrusted to provide comprehensive programs to ensure holistic adjustment of the teenage mothers in schools.

The object of this research: The study examined the adjustment of re-admitted teenage mothers on the bases of school categories in selected secondary schools in Kenya. Investigated problem: There are reported low levels of adjustment among readmitted teen mothers in secondary schools in Kenya as many of them perform poorly in academics. Methods: The sequential explanatory design was adopted. A modified Student Adjustment to School Questionnaire (SASQ) and interview schedule were used to collect data. The main scientific results: The findings indicated that there was a significant difference [t (164)=4.22, p<.05] established in overall adjustment of re-admitted teenage mothers between the two types of schools. The area of practical use of the research results: This is for teacher counsellors, school principals and parents. School principals should be trained on comprehensive guidance and counselling skills so that they are equipped to provide support to the re-admitted teen mothers in schools