A Short History of the Gap Year

With the decision by President Obama’s daughter, Malia, to take a Gap Year after high school and before entering Harvard, the spotlight has been put on this increasingly popular stage in the development of individuals. Some commentators applaud Malia’s decision while others deride it. Malia will not be the first member of a “first” family to take a Gap Year. A major boost to the Gap Year concept was given when it got “royal approval” in Britain with Prince William taking a Gap Year before starting at St. Andrew’s University in Scotland. Among his adventures he spent time sleeping in a hammock in the jungles of Belize, working on a dairy farm in the UK and laying walkways and teaching English in remote areas of southern Chile. Catherine Middleton, whom he married also took a Gap Year before going to St Andrews. She spent time studying in Florence, Italy and crewed on Round the World Challenge yachts in races off the south coast of England. And, like her husband to be, whom she only met much later when they were both at St Andrew’s, she also spent time in Chile. Because the Gap Year is a relatively new phenomenon in the USA where less than two per cent of students take a gap year after high school, it might be useful to know something of its background as a structured element of a young person’s education.

Considered an Essential Part of Education

As far back as the seventeenth and eighteenth centuries young people of sufficient wealth undertook “The Grand Tour”, a year-long trip around the principal cultural centers of Europe. This was considered an essential part of the education of a gentleman. In modern times the roots of the Gap Year movement can be traced to Britain. After World War II, all young men were conscripted at age 18 for two years of National Service in a branch of the armed forces, unless they were granted a deferment to continue their education and enlisted after graduation. Looking back, this can be seen as a kind of enforced two-year Gap whether you were going on to further study or to join the workforce. It was a period that accelerated “growing up”. It was also a time when the majority, who had never been away from Mum and Dad and the comforts of home, could learn to fend for themselves. By the time that those who were going to continue their education arrived at the universities, they had matured in many ways that their professors contrasted favorably with younger entrants coming straight from secondary school. National Service began to be phased out in 1957 and the last conscripts were demobilized in 1963. This uncovered a problem unique to the peculiar educational system in Britain. All universities in England and Wales, with the exception of Oxford and Cambridge based the selection of applicants on the grades they achieved in the final year examinations sat each year in July, known then as “A” levels. They would start as college freshmen that same year in September. But, candidates for the two ancient universities, even though they had taken their A levels and knew the results, had to stay in school for another trimester to take the Oxbridge entrance exam in December. Pass or fail, this group would find itself at a loose end until the following September/October. This nine months could be wasted or put to good use. (A few especially gifted students took this exam in December of their penultimate school year).

Gap Activity Projects & Frank Fisher

Enter GAP (Gap Activity Projects), brainchild of Frank Fisher, the celebrated headmaster of Wellington College, one of England’s premier independent schools which sent many pupils on to Oxford and Cambridge. His idea was to create a clearing house of structured activities that could be undertaken in this “fallow” period and would prove useful to the student as well as to the community at large. Fisher’s influence extended well beyond Wellington itself. He had been the Chairman of the Headmasters Conference, the association, or club, of the heads of Britain’s 200 elite boys schools and also established and taught a six-week course for men who had been selected to become head of one of these schools for the first time. This, of course, was in the time before Wellington, along with most other similar schools went co-ed. It was during the 1970’s that I became associated with GAP as a volunteer public relations official. The organization was expanding to serve pupils at other schools well beyond the elite institutions and was increasingly part of the mainstream educational system. A small amateur start-up had come of age, separated from its parent and turned professional. It achieved charitable status in 1976. Most of the activities on the GAP “menu” involved travel within or far outside the British Isles. Many involved manual work, a major change from the academic life the applicants had been used to and awaited them in their future careers. Most had a social purpose of some kind. The GAP organization recently changed its name to Lattitude Global Volunteering to reflect its international outreach as well as to avoid confusion with the clothing store chain.

Gathering Early Data on Gap Year Students

After a few years there was a thick volume of case studies reporting on the experiences of gap year students (known in Australia, where taking a gap year has become the norm, as “gappies”). In addition to useful but rewarding assignments, there were some remarkable examples of what might be achieved by young people, not yet twenty years old. One small group used their Gap year to build an eye hospital for 200 patients in Bangladesh. It was not long before many students, their parents and most especially many other universities began to recognize that a Gap Year, productively spent, had many advantages. Instead of being merely a way to ensure that young people could make productive use of an otherwise wasted nine months they saw that a gap year could be as important a part of a person’s development as one spent in the lecture hall.

Gap Years Have Clear Benefits

From the point of view of the universities, students who had taken a Gap Year arrived more mature and with greater ability to manage their lives. This in turn enhanced their academic performance, according to many college professors and administrators. A survey conducted in the USA found that students who include a Gap Year as part of their higher education experience earn college degrees in less than four years and are almost twice as likely to vote in national elections. The survey, which was conducted by Nina Hoe, PhD of the Institute for Survey Research at Temple University, interviewed 1,000 American Gap Year students and alumni ranging in age from 18-60 years old. For the many students who wanted no delay in their education and went straight from school to university, the Gap Year became one after graduation and before beginning a lifetime’s career, very much on the line of the Peace Corps in the USA. Lattitude Global Volunteering caters to young people up to age 25 and reports that taking a Gap Year after college is becoming increasingly popular. It did not take long before Wellington College’s offspring GAP Activity Projects was joined by a plethora of organizations – both commercial and charitable – offering Gap Year programs of all kinds. And the concept caught fire internationally so that now taking a Gap Year is the norm in many countries. Nor is taking a Gap Year any longer reserved for the well-to-do. For families with limited financial means grants are available to students eager to do voluntary service. Other organizations specialize in arranging paid assignments. Some young people see a Gap Year (or two) as a period in which to earn and save for college fees so they do not end up burdened by excessive student loan debt. Maybe Malia Obama’s decision will give a boost to the Gap Year concept in the USA making it as accepted a part of the educational trajectory as elsewhere.

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Michael Morley is the retired Deputy Chairman of Edelman, the world’s leading public relations firm, and author of two books on PR, published by Macmillan