Young people aged 18-19 in France feel strong pressure to make the "right" choices during their post-bac orientation. In France, a non-linear path through education is often seen as a failure, and the idea of "dropping out" carries significant weight. This pressure is partly due to how public authorities view the cost of educational trajectories. Many students in their final year of high school or their first year of higher education feel an urgent need to make the "correct" choice to avoid "wasting time" and "missing out on life." This fear is especially strong during the post-bac orientation phase with Parcoursup, a centralized platform for applying to higher education programs. The term "dropping out" encompasses a range of situations, from young people who become NEETs (not in education, employment, or training) to those who change direction or take a break. While many see stopping a course of study as a failure, it could also be viewed as a step in a larger journey. Research conducted at a university in the Île-de-France region among students in their first year of higher education and those who dropped out highlights the complexity of these decisions. The transition from secondary to higher education is a key moment where personal interests meet institutional assignments, shaping future social positions. For young people, choosing a path through higher education is not just about making a decision—it is a process of building their adult identity. This process is influenced by societal expectations to "succeed in life" and "find one's orientation." Understanding oneself and the possibilities available are central to this process, and these factors contribute to the fear of failure, especially during a time when identity is still forming. Additionally, gender roles and societal expectations can influence the range of acceptable future options, further complicating the decision-making process. The Parcoursup system plays a significant role in solidifying these choices, acting as a "great test" that brings young people's expectations into contact with reality. The gap between fantasy and reality can lead to disillusionment, potentially affecting their academic trajectory. Alongside these psychological challenges, students also undergo a stage of social assignment that continues the sorting process that began in high school. This process is tied to credentialism, where diplomas are seen as the key to social mobility, increasing the weight of orientation choices and reinforcing social inequalities. For some students, dropping out is influenced by social and economic factors. For example, a student named Laetitia juggles part-time work that requires frequent relocation, while Seb struggles with limited living space and resources. Others, like Zara, feel isolated and disconnected from the university environment. These challenges, combined with the pressure to succeed, can lead to fluctuations in students' academic paths. As technology and global issues like climate change reshape job markets, the need for flexibility in career choices is growing. This raises the question: should the first year after the baccalaureate be seen as a time for learning and adjustment rather than a definitive decision? The financial cost of students dropping out in the early years of higher education is considerable. According to a 2025 report by the Court of Auditors, the cost of dropouts in the first cycle of higher education is around 534 million euros, with nearly half of that attributed to the first year. These figures highlight the financial pressure on institutions to reduce dropout rates, but they also risk reinforcing a narrow view of success as simply passing to the next academic year. This perspective may overlook the value of alternative paths, personal growth, and the need for flexibility in an evolving job market. Addressing these issues requires a broader approach that includes evolving pedagogical methods, supporting non-linear educational paths, and improving the transition to higher education.