A new format of the personal statement will be used for students applying to university in 2026. Kevin Gilmartin examines the history behind the personal statement and why it’s now changing.

Personal statement

The Universities and Colleges Admissions Service (UCAS) personal statement has been crucial to the university application process in the United Kingdom for many years. Its history reflects broader changes in the educational landscape and the evolving criteria for university admissions. The establishment of the Universities Central Council on Admissions (UCCA) in 1961 was intended to streamline the admissions process, providing a unified system so students could apply to multiple institutions.

Initially, the UCCA application process focused on academic qualifications and references. However, as demand for higher education (HE) grew, universities began seeking more comprehensive ways to assess candidates. This led to personal statements. Throughout the 1990s and early 2000s, the personal statement evolved as universities increasingly recognised the value of a holistic assessment of applicants, which considered their extracurricular activities, work experience, and personal qualities.

The UCAS personal statement's significance was further highlighted by the introduction of tuition fees in the late 1990s and their subsequent increases. As students became more discerning consumers of HE, the personal statement offered a means for them to distinguish themselves in a competitive market.

Why change?

In recent years, critics have argued that the format can disadvantage some students, particularly those from less privileged backgrounds who may lack access to guidance and support in crafting their statements. Additionally, concerns have been raised about the influence of professional writing services and the authenticity of some statements.

In response, UCAS has explored ways to make the admissions process more equitable. Proposals have included structured templates, video statements, and increased emphasis on contextual data to complement the personal statement. After consultations with the sector and surveys with students, schools and colleges over the last few years, UCAS has now decided on its new approach (see tinyurl.com/u3r4n7a9).

What is different this year?

The key difference is a move away from the free text box, with students asked to respond to three structured questions instead:

1. Why do you want to study this course or subject? This should be “an applicant’s opportunity to showcase their passion for and knowledge of their chosen subject, to demonstrate to universities and colleges why they are a good fit, and to outline any future ambitions”.
2. How have your qualifications and studies helped you to prepare for this course or subject? Here applicants can describe “relevant or transferable skills they’ve gained in education and demonstrate their understanding of how these will help them succeed in their chosen course or subject area”.
3. What else have you done to prepare outside of education, and why are these experiences helpful? This is an opportunity for applicants to “reflect on their personal experiences along with any other activities they have undertaken outside their education to further demonstrate their suitability for the course”.

What is the evidence behind these changes?

UCAS is concerned that the gap in application rate between the most and least disadvantaged students remains stubbornly persistent in the UK:
In England, the application rate (AR) from the most disadvantaged backgrounds (TUNDRA quintile 1) has slightly declined to 25.4% (-0.4%) whereas the application rate for the most advantaged (TUNDRA quintile 5) has marginally increased (+0.1 pp) to 60.7%.

• In Wales, the AR from the most disadvantaged (WIMD2019 quintile 1) has decreased to 20.7% (-1.3%), although AR for the most advantaged (WIMD2019 quintile 5) also decreased, to 49.7% (-2.6%).
• In Northern Ireland, AR from the most disadvantaged (NIMDM2017 quintile 1) slightly declined to 33.3% (down 0.6%) whereas AR for the most advantaged (WIMD2019 quintile 5) slightly increased to 66.6% (+0.1%).
• In Scotland, AR from the most disadvantaged backgrounds (SIMD2020 quintile 1) has increased to 20.7% (+0.8%), while AR for the most advantaged (SIMD2020 quintile 5) also increased to 50.2% (+1.1%).

What is the likely impact of these changes?

UCAS, along with others, hope that more disadvantaged students will now apply to HE. We’ll find out this time next year as to whether it has worked. It’s worth noting that this is the third in a series of initiatives designed to address concerns that progress on encouraging disadvantaged students to apply for university has started to stall, the first being the decision to waive the application fee for free school meal students and the second being the introduction of a UCAS tariff for apprentices on a two-year Level 3 apprenticeship.

Kevin Gilmartin
ASCL Post-16 and Colleges Specialist
@ASCL_UK

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