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UCAS Personal Statements Are Changing in 2025

Last Updated: 16th January 2023

Author: Matthew Amalfitano-Stroud

It was announced by UCAS in January of 2023 that traditional Personal Statements will be removed from the university application process in the UK.

Since 1993, UCAS has required university applicants in the UK to submit a 4,000-character Personal Statement during the application process, which would then be accessed by university admissions teams to assist in the shortlisting process.

However, it has been confirmed by UCAS that this process will be changing as soon as 2025. Here, we dissect the announcement, discuss what we currently know about this change and explain how this could affect your university application. Let’s begin:

In short, this is what you need to know:

UCAS Personal Statements are being replaced by a three-question survey that gives applicants the chance to explain various aspects of their application.
This change will be implemented for the 2025 admissions cycle for 2026 Entry in the UK.
This will affect all applicants, both home and international, looking to attend any UK university in 2026 and beyond.
Students will need to learn how to take on these new questions rather than traditional Personal Statement writing.
Teachers will need to be prepared to do research on this new system and provide support for students in order to maximise their chances of success.
We at UniAdmissions are keeping a very close eye on the situation and will update this guide as new information surfaces. We will also ensure that our support systems are up-to-date and effective at helping students through these changes.

What are Personal Statements Being Replaced with?

With the announcement that the current system for UCAS Personal Statements will be getting replaced, it is only natural to be asking what will be replacing it. Thankfully, we have already been given some idea of what to expect.

Unlike the other major shake-up to the 2024 admission process, the removal of various admissions tests including the BMAT , the official announcement has provided us with an explanation of what UCAS is seeking to implement instead of traditional Personal Statements.

Put simply, the current format of providing a 4,000-character piece of writing will be replaced with a new “scaffolded structure” of three specific questions which applicants must answer. These questions will still allow you to write your answers out, but you will be answering set questions instead of having to plan and structure a full statement from scratch.

For each question, applicants will need to write a minimum of 350 characters. The overall character limit for the Personal Statement across the three questions (including spaces) will be 4,000 – this is the same as the current limit.

Responses will need to be submitted via the online UCAS system, which will now feature three text boxes instead of one (one for each question). Each box will include an exact character counter and tips for each question.

The three questions you’ll have to answer are as follows:

Why do you want to study this course or subject?
How have your qualifications and studies helped you to prepare for this course or subject?
What else have you done to prepare outside of education, and why are these experiences useful?

These questions cover the important topics that would typically be included in a standard Personal Statement, so the content of your writing should mostly stay the same. The key difference is that your writing will no longer need to flow as a singular piece of work, meaning introductions and conclusions will be de-emphasised.

In 2023, UCAS initially announced a selection of six questions that were being considered for a new Personal Statement system. These were as follows:

Motivation for Course – Why do you want to study these courses?
Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
Preparedness for study – What have you done to prepare yourself for student life?
Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

UCAS stated that these were subject to change based on feedback from schools and students, with the new three-question system being the result of this work (removing the last three questions in the process).

Of the questions originally planned for the Personal Statement, one aspect that will no longer be covered is Extenuating Circumstances. This was previously going to be a section that allows applicants to discuss any issues that may have impacted their application negatively (illness, family circumstances, etc).

UCAS states that this section was removed from the Personal Statement due to its inclusion as one of the three questions in the Academic Reference (also a part of the UCAS process). If you have anything that you want to discuss in this section, you will need to speak with your referee to explain what you would like to include in the reference.

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When Are UCAS Personal Statements Being Changed?

The most recent announcement from UCAS regarding Personal Statements confirms that this new system will be implemented in August of 2025, meaning applicants for 2026 Entry will be the first to face the changes. Applicants in 2024 for 2025 Entry will have to complete the single, free-form document like previous years,

It’s worth mentioning that these plans have been in place for a fair amount of time, with discussions of reforming the application process starting in April 2021. However, this change has finally received a confirmed date for implementation after previously being planned for 2023.

Why Are UCAS Personal Statements Being Changed?

The announcement of these reforms was initially made on January 12th 2023 via a blog post on the official HEPI website. This post highlights the amendments being made to the Personal Statement process and the research that was conducted to influence this change.

Interestingly, the data quoted in this post states that the majority of applicants surveyed were happy with the current Personal Statement process, with 72% feeling positive about it. However, the same survey indicated that 83% of applicants found the process stressful and 79% felt unable to complete theirs without support. This is the data that most likely influenced the changes.

The post’s writer, Kim Eccleston, states that they are aiming to provide better support for both applicants and universities, creating “a more supportive framework” that allows applicants to write about what the universities need to know in a less restrictive way. It is also stated in a more detailed outline of the announcement that both students and teachers preferred the use of specific questions instead of free-form writing.

However, a previous post released in November 2022 provides even more insight into the reasoning behind this decision. Based on data featured in HEPI Debate Paper 31 , various industry professionals had commented on the challenges facing applicants of certain background when it comes to the current style of Personal Statement.

Within the quotes featured here, the traditional UCAS Personal Statement was described as “ambiguous” , “unfair” and “barometers of middle-class privilege” . These comments may potentially be in reference to the current importance of work experience, which can be difficult to obtain without connections in certain industries, as well as additional experiences which may not be available to all applicants.

Therefore, this new system should presumably reduce the barriers for disadvantaged applicants by shifting focus to each individual’s own interest and abilities within their chosen subjects.

Other Changes being Made by UCAS

Personal Statements are only one of five key areas being altered by UCAS, as highlighted in the blog post. This is certainly the most significant action taking place, but other changes that were previously made to the application process include:

Academic references are being reformed, moving from a free-text approach to a set of three questions, similar to the Personal Statement reforms.
The 'Entry Grade Report' will be created, which allows applicants to see grade profiles that have been accepted for courses over a five year period.
A 'Course Recommendation Tool' is being created to provide applicants with personalised suggestions for courses based on their current grades and preferences.
A 'Fair Access Programme' is being created to encourage widening access and participation.

Overall, it seems these changes all have the same intent; to level the playing field and make university applications more achievable for everyone.

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How will this affect my university application?

As previously stated, if you are applying to university this year for 2025 Entry (and deferred Entry for 2026), you will not be affected by these reforms and will need to submit a traditional Personal Statement to UCAS like previous years.

For applicants applying for 2026 Entry and beyond, your application will follow this new process, meaning you won’t have to submit a full Personal Statement but will instead need to answer a series of questions relating to your application and abilities for your chosen course.

When hearing that the whole process will be changing, this typically instils a feeling of dread as you’ll be treading new ground that no one else has experienced before. However, it’s important to understand that UCAS states these changes are being made for the benefit of both the applicants and the universities.

As we’ve already discussed, a key part of the reason this change is being implemented is that a high percentage of applicants found writing a traditional Personal Statement stressful, which is counterintuitive to what UCAS is trying to achieve. By providing applicants with a strong framework, in the form of specific questions, this new process should allow more applicants to provide better quality statements for universities.

This change is also set to be particularly beneficial to those from disadvantaged backgrounds, as the process will allow them to better express their ability regardless of any areas that may be lacking due to factors out of their control. Essentially, the new process should allow more people to stand a better chance of making a good impression despite limitations.

How Can I Start Preparing?

If you’re starting your preparations early, the main barrier you’ll face at this stage of preparation is not knowing what the questions will be, as they have yet to be announced. There are no resources available currently that cover this system, so you’re going to have to be independent with your preparation here.

Since we have a rough outline of what the questions to focus on, you should still be able to practice your responses. Although they won’t be as relevant any more, it would still be helpful to check out Personal Statement guides and examples as these can help you pin down the language and writing style you use.

With all this information now available to us, you should be able to get a sense of what to do for your application in the coming years. The initial introduction of this system in 2025 will act as a test of its effectiveness, so elements could be changed in the years following. However, the important thing is that you understand how things are changing from the current system and how you can make the most of the new system.

If you are applying for university in 2024 for 2025 Entry, you will need to make sure you’re ready to write your Personal Statement. Thankfully, UniAdmissions have plenty of resources to help you through it, including our Ultimate UCAS Personal Statement Guide and our collection of successful Oxbridge Personal Statements .

If you’re looking for more in-depth support that covers the whole application process for Medicine, Law and Oxbridge courses, them find out how you can enrol in one of our Premium Programmes .

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UCAS to replace personal statement essay with three questions to help disadvantaged people

UCAS surveyed potential applicants about to start their personal statement and found more than three-quarters prefer the new three-question format.

By Claire Gilbody Dickerson, news reporter

Thursday 18 July 2024 03:37, UK

personal statement replacement questions

Students applying for university through UCAS will be required to answer three questions under new plans to help support people from disadvantaged backgrounds.

Under the current system, prospective students have been filling out a free-response essay for their personal statement, which can be up to 4,000 characters long.

But amid concerns the task helps advantaged people who can get support, the essay will, as of September 2025, be replaced with three mandatory questions.

The questions are:

• Why do you want to study this course or subject?

• How have your qualifications and studies helped you to prepare for this course or subject?

• What else have you done to prepare outside of education, and why are these experiences helpful?

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“Overdue” changes to Ucas’ personal statement should be welcomed but much more needs to be done to truly “level the playing field” in UK university admissions, according to experts.

The 4,000 character-long statement that allows applicants to demonstrate their skills and experience outside of their formal grades is likely to be replaced by a series of six structured questions that focus on areas such as the motivation and preparedness for the course and extenuating circumstances.

Ucas – which has launched a consultation on the proposals – has said the change will create a more “supportive framework” compared to the old system, which was widely seen as favouring more affluent applicants .

“It’s great that Ucas has finally agreed that the personal statement needs an overhaul, but it’s a pity a little more thought wasn’t put into the proposed replacement questions,” said Steve Jones, professor of higher education at the University of Manchester , who added that he felt there were too many questions and they overlapped too much.

Harriet Dunbar-Morris, dean of learning and teaching at the University of Portsmouth , agreed that “some of the questions cover the same thing from different angles, namely how prepared applicants are, but from different experiences they have had”.

Overall, she said that introducing questions should help applicants structure their answers, which would be helpful for admissions teams when assessing if an applicant had understood what the university offers and whether they are prepared for it.

However, Dr Dunbar-Morris said, she was still concerned that the changes would merely change the structure, as opposed to levelling the playing field, as “some students are able to get more help to better answer the structured questions in the same way as some students were able to get more help to write the original personal statement”.

A proposed question about preferred learning styles has attracted criticism, given its association with research that sought to split students into four different learning groups. Dr Dunbar-Morris said this had long been a “debunked term” and “learning preferences” would be a better way of reflecting the variety of ways universities teach – and what they can offer a student.

Professor Jones has written that he understands the intention of this question was more to focus on current debates around hybrid learning, contact hours and continuous assessment.

His colleague at Manchester, Paul Smith, a lecturer in education, said such “potential misunderstandings” could cause confusion in admissions teams and it could take several cycles before it is clear how different interpretations of the questions may influence the process.

Another uncertainty, according to Dr Smith, concerned how Ucas may respond to the possibility that more applicants will use artificial intelligence tools such as ChatGPT to prepare their answers.

Professor Jones said this was “another reason to move away from text-based application narratives, because it’s another way to game the system”.

“Now is the perfect time for Ucas to think afresh about what exactly universities should look for in their applicants,” he added.

“The process can’t continue to be about high-value work experiences and cultural capital indicators because we know how unevenly distributed those things are.”

Dr Dunbar-Morris added she would like to see Ucas respond to questions from the sector over whether applicants will ever be able to write a tailored personal statement for each of the institutions and/or courses they apply to.

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UCAS ditching personal statement for university entry

The Universities and Colleges Admissions Service ( Ucas ) will no longer require students to write a personal statement when applying for university .

The change comes amid claims that the personal statements favour middle-class students who may have better access to “high-quality advice and guidance”, according to Ucas.

The 4,000-character essay will be scrapped and replaced with a series of questions about the higher education course they are applying for.

Ucas announced in February 2022 that it was considering changes to university applications.

At the time, Michelle Donelan, the universities minister, said “I have always felt that personal statements in their current form favour the most advantaged students.

“So I’m pleased that Ucas have confirmed that reform of the personal statement is in their plans so that personal statements work to the benefit of all students.”

Ucas consulted with 1,200 students, 170 teachers, and more than 100 universities and colleges before making the reforms, as reported by The Times.

According to Ucas , although 72 per cent of respondents surveyed felt positive about the personal statement, 79 per cent agreed that writing the statement is difficult to complete without support, and 83 per cent said they found the process of writing a personal statement stressful.

The structured questions aim to “bring focus and clarity for students, reducing the need for support”.

Students will be asked questions about their motivations for studying courses, what they have done to prepare, and any extenuating circumstances.

Kim Eccleston, head of strategy and reform at Ucas, said in a Higher Education Policy Institute blog post: “We believe this will create a more supportive framework, which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making.”

The changes to the admission process will be introduced no earlier than 2024 for students applying to begin university in 2025.

And in the future, Ucas said that it would consider moving away from written text to multimedia submissions.

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Updates to the UCAS Personal Statement for 2026 Entry

UCAS are making changes to the format of the personal statement for applicants entering university in 2026 and beyond. Learn more about the changes here.

UCAS are introducing changes to the format of their infamous personal statement. These changes will come into place from October 2025 for applicants looking to begin university in Autumn 2026 and onwards.

The new personal statement will feature what UCAS are calling ‘scaffolding questions’. This means that, rather than writing one long personal statement, applicants will instead respond in three sections, according to the following questions:

Why do you want to study this course or subject?
How have your qualifications and studies helped you to prepare for this course or subject?
What else have you done to prepare outside of education, and why are these experiences useful?

There will be a minimum character limit of 350 characters per section, with an overall maximum length of 4,000 characters (for all three sections in total).

For applicants who have begun preparing, you should be reassured that this does not significantly change the content of the personal statement. Personal statements have always required applicants to explain their motivations for studying their subject, give examples of qualifications that have given them relevant skills, and demonstrate the extra- and super-curricular activities they have undertaken.

The logic behind this change is to give applicants better direction on meeting admissions tutors’ requirements through the personal statement. Rather than restrict you, the questions should help you make your intentions, skills, and motivation clear to your chosen universities.

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UCAS Will Replace Personal Statements in 2026: What Students Need to Know

Big changes are coming to the UCAS application process . UCAS announced that they will be replacing personal statements with a series of structured questions starting in 2026. This new approach aims to reduce stress for university applicants while allowing them to share information about themselves.

NOTE : UCAS will not change the university application structure before the entry cycle 2027. This is officially confirmed. New changes will be announced sometime in May 2025 .

Why is UCAS Changing Personal Statements?

The personal statement has been one of the key criteria of the UCAS application for years. However, student and university feedback highlighted some issues with the current free-form format. Surveys found that 83% of students felt writing the personal statement was stressful and 79% said it was hard to complete without support .

Universities also noted that it can be difficult to compare personal statements, as content varies widely depending on the student. With no set guidelines, students receive different levels of help based on what resources are available.

The goal of the new structured questions is to focus responses and make the process more equitable across the board . Applicants will have clarity on what information universities want to know upfront.

What Will Replace Personal Statements?

Starting with the 2025 UCAS application entry, personal statements will be replaced by six key questions identified through research with universities:

Motivation for Course – Why do you want to study these courses?
Preparedness for Course – How has your learning so far helped you to be ready to succeed in these courses?
Preparation through Other Experiences – What else have you done to help prepare, and why are these experiences useful?
Extenuating Circumstances – Is there anything the universities need to know to put your achievements into context?
Preparedness for Study – What have you done to prepare for student life?
Preferred Learning Styles – Which styles suit you best and how do your course choices match that?

The goal is to capture the key information universities need while allowing applicants to share relevant details about themselves. UCAS continues to refine the focus areas based on feedback.

What This Means for Applicants

Replacing personal statements will affect students. For students applying in 2024 and beyond, the new questions will change how you present yourself to universities.

The good news is that the process aims to be more straightforward with a clear structure to follow. However, it still requires thought and effort to make your responses stand out.

With less space for elaborate anecdotes, choose details carefully to showcase your skills, experience and fit for the program. Follow prompts closely and focus on exactly how you meet the criteria.

The emphasis will likely shift from creative writing skills to concise, persuasive responses showcasing your abilities. Take time to reflect on experiences that highlight your motivation and preparedness.

What Happens Next?

UCAS emphasizes this change will be a process based on continuous feedback. They aim to introduce the new questions somewhere in 2024 to allow students and advisors time to adjust.

Before launch, UCAS is gathering input on areas like:

Are there any missing question topics?
How much preparation time would your role need?
Perspectives on allowing different statements per university choice.

There is still time to share thoughts and help shape this update. UCAS also hints at more innovations in future cycles, such as multi-media submissions.

Postgraduate Personal Statements Remain Unchanged

The upcoming changes to the personal statement will only apply to undergraduate UCAS applications . For students applying to postgraduate, PhD and master’s programmes , personal statements will remain a required component of the application process.

These programmes will continue to use free-form personal statements, allowing applicants ample space to detail their motivations, relevant skills and experiences. Universities utilise personal statements to assess candidates’ fit and potential for rigorous further study required at the postgraduate level.

While undergraduate admissions are evolving, postgraduate applicants can expect the current personal statement format to persist across UK universities.

Learn more:

How to Write a Personal Statement for a Masters Degree
How to Write a Personal Statement for a PhD

Final Thoughts: Personal Statement Change

The UCAS personal statement as we know it will soon be a thing of the past. While it marks a major change, the update aims to streamline the process for all involved. Students can focus on putting their best foot forward in a more structured format. With some preparation, applicants will still be able to share their unique stories.

FAQ: UCAS Replacing Personal Statements

Why is ucas replacing personal statements.

UCAS decided to replace free-form personal statements after feedback showed the current format causes stress for applicants. Universities also noted personal statements can be difficult to compare. The new structured questions aim to make the process more straightforward and equitable.

When will the new questions be implemented?

UCAS plans to introduce the structured questions no earlier than 2024, for use in the 2025 application cycle. This timeline allows students, advisors, and universities time to adjust to the new format.

What will the new questions focus on?

Based on research with universities, UCAS identified six key topics: motivation and preparedness for the course, relevant experiences, extenuating circumstances, preparedness for study, and preferred learning styles. Applicants will need to concisely answer prompts on each theme.

How many questions will there be?

UCAS is still finalising the format, but the initial framework suggests six main questions covering the key themes. Each theme may have multiple sub-questions to guide responses.

Will the word count stay the same?

We don’t know yet. Details are still in progress, but it’s likely the total word count will be similar to the current 4,000-character limit for personal statements. Word counts may vary per question.

How should students prepare for the new format?

Students should reflect on key experiences that showcase their skills, motivation and readiness for university study. Focus responses on providing relevant details the prompts ask for.

Will universities have access to past personal statements?

UCAS has not indicated if universities will still have access to personal statements submitted before 2024 during the transition period.

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Ucas to scrap personal statements for student applicants

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Image: Tero Vesalainen, via Shutterstock

Admissions body pitches reforms to make admissions process fairer

Students will no longer have to write an essay-style personal statement in their Ucas applications, after the admissions body announced an overhaul to the process.

Ucas said in a report published 12 January, Future of Undergraduate Admissions, that students would answer a series of questions about their reasons for choosing a course instead of writing a personal statement.

There have been concerns that the personal statements disadvantage students who do not have access to good guidance and support when writing the essays, which some feel could “widen the gap” between applicants.

The change comes after scrutiny from the Department for Education on the admissions process. The DfE carried out a consultation on whether to switch to a system of post-qualification admissions in 2021, although it ultimately decided not to continue with the changes.

Writing in a Higher Education Policy Institute blog on 12 January, Ucas head of strategy and reform Kim Eccleston said that “most students are in favour of personal statements” as it gives them the chance to “demonstrate achievements beyond their grades”.

But more than 80 per cent said they found the process of writing the statement stressful, and 79 per cent said the statement is difficult to complete with no support.

Eccleston said the replacement questions will prompt students to write about six areas, including their motivation and preparation for the course and for studying at a higher level, how other experiences have helped to prepare them for university, any extenuating circumstances and their preferred learning style.

“We believe this will create a more supportive framework which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making,” she said.

Once the questions have been finalised, they will replace the personal statement from 2024-25.

The report also revealed that Ucas will introduce reports showing students the range of grades that have been accepted for their chosen course in the past, and it will replace the free text option for referees to comment on students with a series of questions.

It will try to offer students more personalised guidance on what their post-secondary options are, and will launch an Outreach Connection Service designed to help universities and employers in their efforts to improve access and participation.

Ucas consulted with 1,200 students, more than 170 teachers and advisers, 100 universities and colleges and government representatives when creating the report.

In her blog post, Eccleston stressed that “reform is an evolving process”, and she said that Ucas would “keep engaging with the sector to help us shape the delivery of these reforms”—particularly the changes to the personal statement.

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Ucas looking at replacing free form university personal statements with series of questions to boost fairness

Ucas is looking at a more 'structured' approach to university personal statements to balance out the unfairness of middle class students receiving extra support from parents, teachers and tutors.

File photo dated 16/07/08 of university graduates, as the quality of online teaching and "blended learning" at universities is set to be reviewed, over fears that students' poor experiences of online learning during the pandemic may have undermined the potential of mixing face-to-face lectures with online study. PA Photo. Issue date: Thursday March 17, 2022. The Office for Students has launched a review to explore how universities are delivering blended learning, which will aim to give students and applicants information on whether the elements of their courses taught online are of a high enough quality. See PA story EDUCATION Universities. Photo credit should read: Chris Ison/PA Wire

Ucas is looking at replacing open-ended university personal statements with a series of questions to level the playing field between applicants, i can reveal.

The planned shake-up by the university admissions body follows concerns that the current system gives an advantage to middle class students, who often receive support from parents, teachers and tutors when crafting their statements.

Currently, students from across the UK applying for university courses via Ucas complete a 4,000-character personal statement.

The process is designed to allow students to sell themselves to admissions tutors by conveying their suitability for their chosen course.

Last month, the higher education minister Michelle Donelan said she believed that “personal statements in their current form favour the most advantaged students and do a disservice to those whose strengths are better tested through other means” . Ms Donelan said that the UK Government was working with Ucas to “reform” the process.

Now, i can reveal that Ucas is looking at a more “structured” approach where applicants would be prompted to talk about certain things.

Clare Marchant, the chief executive of Ucas, said: “Personal statements are a key part of over two million applications each year for students to say why they are a good fit for their chosen course. Many employers will also ask for a form of personal statement when applying for an apprenticeship.”

Ms Marchant said that when Ucas asked students for their views, they made clear they valued “the opportunity the personal statement gives them to express their ambition, skills and experiences”.

But she went on: “We want to simplify the process though, offer greater guidance, and help students from all backgrounds have an equal level of support”.

“We are working with students, teachers, and admissions professionals in universities and colleges to consider what changes might improve both the supporting tools and the statement itself.

“Along with more support, we will consider moving away from the current free text box personal statement to a more structured statement with focused questions to help guide students more explicitly.”

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Ms Marchant said it would be “critical” to get a “balance between free text and structure” because “we do not want to limit opportunity for people to personalise their statement”.

“It is also important to remember that the personal statement is only one of a variety of pieces of evidence that admissions teams look at when considering a student’s application,” she added.

The news was welcomed as a “step in the right direction” by Lee Elliot Major , a professor of social mobility at the University of Exeter, who has called for personal statements to be reformed or scrapped altogether.

Professor Elliot Major said that university admissions had to be seen from the perspective of a “candidate who comes to this who doesn’t have all that experience from their parents, teachers and tutors – is it fair for them?”.

“We still need to do a lot of work to make it fair for applicants that don’t have all that knowledge you need to navigate this quite complex admissions system that we have.”

Reforming the process could help reduce plagiarism and cases where students effectively enlist an adult to write their statement, he said.

“The idea of structured questions means there’s less room for manipulation, gaming and indeed cheating in this process.”

UCAS set to replace personal statements from 2024

13th January 2023

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The university application landscape seems set for reform according to reports this morning. UCAS wants to replace a unified personal statement with a series of six questions. Admissions service are also making changes to teacher references, and plans to release details of grade profiles that were accepted onto specific courses. The changes may arrive for the cohort applying in the autumn of 2024.

This might be worth a read:

Five steps UCAS is taking to reform the undergraduate admissions process

The newly published UCAS report is available here

Initial reaction from Geoff Barton here

‘Breaking down the personal statement into specific questions feels to be a step towards a simplified, fairer application process,’ says @RealGeoffBarton of @ucas_online announcement https://t.co/kwseX9NSZQ — Tes (@tes) January 12, 2023

No doubt a huge amount will be said and written as the consultation process gathers momentum. The six question approach appears rather prescriptive and there will be plenty of discussion I feel about the last question on preferred learning styles!

And in a month when ChatGPT and other emerging AI tools have dominated the education headlines, what price that these AI bots will be able to generate convincing written responses in seconds?

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Geoff Riley

Geoff Riley FRSA has been teaching Economics for over thirty years. He has over twenty years experience as Head of Economics at leading schools. He writes extensively and is a contributor and presenter on CPD conferences in the UK and overseas.

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How To Write Your Undergraduate Personal Statement

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What's on this page?

What’s a personal statement, preparing to write your personal statement, how to open your personal statement, your personal skills and achievements, work experience and future plans.

An undergraduate personal statement is a chance to get noticed for the unique talents and experiences you have. It’s an important part of the application process as it’s an opportunity to talk about yourself and your passions, outside of your grades.

In this article, we’re going to talk you through how to write an undergraduate personal statement that stands out, without leaving you feeling overwhelmed.

Chloe Ng, HE Career Coach, Manchester Metropolitan University

You’ll have heard the saying preparation is key, and that’s no different when you’re tackling your personal statement. There are two things to think about when you’re planning. The practical and factual information you need to get across, and the more emotional, human parts of you that make you different to everyone else.

Before you start writing, take some time to think about the key things you’d want an admissions tutor to know about you, and get them down on paper. Don’t worry too much about making your notes perfect – this is more about making sure you know why you should be offered a place.

You can also look at the course description as this’ll help you with what to include and give you a good idea of what each uni is looking for.

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Here are a few questions you can answer to help you get started:.

Why have you chosen this course?
What excites you about the subject?
Is my previous or current study relevant to the course?
Have you got any work experience that might help you?
What life experiences have you had that you could talk about?
What achievements are you proud of?
What skills do you have that make you perfect for the course?
What plans and ambitions do you have for your future career?

Admissions Tutors will be reading a lot of personal statements so it’s important to grab their attention right from the start.

Remember, it can only be 4,000 characters, which is about two sides of A4. So, you’ll need to use your words wisely to fit everything in.

You can find a full guide on How to start a personal statement: the attention grabber , but here are the main things to think about .

Don’t overthink the opening. Just start by showing your enthusiasm for the subject, showcasing your knowledge and understanding, and sharing your ambitions of what you want to achieve.
Avoid cliches! Remember, this opening part is simply about introducing yourself, so let the admissions tutor reading your personal statement get to know you.
Keep it relevant and simple. You’re limited on how much you can include so avoid long-winded explanations. Why use 20 words when 10 can make your point?

Annabell Price, L’Oréal degree apprentice (Professional Products Division)

Next, you’ll need to write about your personal skills and achievements. Universities like to know the abilities you have that’ll help you on the course, or generally with life at university.

Don’t forget to include evidence to back up why you’re so excited about the course(s) you’ve chosen.

Be bold and talk about the achievements you’re proud of.
Include positions of responsibility you hold, or have held, both in and out of school.
What are the things that make you interesting, special, or unique?

Your work experience and future plans are important to include. You should share details of jobs, placements, work experience, or voluntary work, particularly if it's relevant to your course.

Try to link any experience to skills or qualities that’ll make you successful.
If you know what you’d like to do after as a career, explain how you plan to use the knowledge and experience that you’ll gain to launch your career.

It’s always good to connect the beginning of your statement to the end and a great way to reinforce what you said at the start.

You want to see the ending as your chance to finish in a way that’ll make the admissions tutor remember you.

This final part of your personal statement should emphasise the great points you’ve already made and answer the question of why you should be offered a place on the course.

Read our full guide on How to finish your statement the right way.

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Don’t be tempted to copy or share your statement.

UCAS scans all personal statements through a similarity detection system to compare them with previous statements.

Any similarity greater than 30% will be flagged and we'll inform the universities and colleges to which you have applied.

Find out more

Want to read more.

Check out our full list of Personal Statement Dos and Don’ts

See how you can use a personal statement beyond a university application

Now you’ve written your undergraduate personal statement, you’ll need to do a couple of final things before you submit it.

Have you proofread it?

Don’t just rely on spellcheckers. We’d recommend reading it out loud as that’s a great way to spot any errors as well as checking it sounds like you.

Have you asked for feedback?

Ask friends, family or a careers advisor to have a read through your personal statement and take their feedback on board.

Want more advice on your personal statement? Use the links below.

More advice

Use the UCAS’ personal statement tool alongside this guide to help you structure your ideas. Are you interested in how you can turn you Personal Statement into your CV? Read our advice here

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Personal Statement Guide: 10 Questions Universities Ask

This personal statement guide focuses on the kinds of questions that universities and colleges ask and how to answer them exceptionally well.

Most of the time, when you’re asked questions in personal statements, it can be difficult to know exactly what the college or university wants you to write… this post aims to demystify those questions and give you the tools you need to ace your answers!

But what exactly will this personal statement guide cover?

This personal statement guide outlines the types of common questions that universities ask of their applicants, along with strategies for answering them. These include questions relating to academic qualifications, suitability for higher education, personal skills, ethos and broader ambitions.

I’ve outlined the top 10 questions universities and colleges ask below, along with suggestions for what they really mean and examples of ideal answers.

If you read and apply this exclusive content, your next application will be incredibly compelling…

1 Why Do You Want To Study Your Subject?

This is probably the most common and obvious question asked in personal statements, but you’d be surprised just how many applicants don’t recognise its importance or answer it as fully as they could.

Getting this one right can often be the deciding factor in a successful application…

What is This Question Actually Asking?

You’ll want to think about the following elements as part of your answer:

What is it about your current studies that you enjoy?
What specialisms do you most engage with within your discipline?
What has inspired or motivated your engagement with this subject?
What do you hope to achieve in this field?
What aspects of the subject do you want to discover more about?
How informed are you about the depth and range of this subject?
What opportunities does this subject offer you at university and beyond?
What do you hope to contribute to the faculty?
What extra research/experience have you pursued that supports your application?
Who do you admire in this field, and why?

Here’s an example answer…

2 What Are The Challenges Of Higher Education?

Understanding the challenges that you’re likely to face when you arrive at college or university is important.

After all, the higher your awareness of the expectations of the institution you are planning to join, the better your chance of successfully completing the course…

Can you demonstrate that you are aware of the academic demands of higher education?
Can you show that you have prepared effectively for undertaking the course content?
Can you demonstrate the motivation needed to study independently?
Can you show that you can manage in new locations away from home?
Are you ready to interact with new and diverse communities and living arrangements?
Can you manage your budgets effectively?
Are you able to show that you can manage your time and meet deadlines?
Is your organisation at a good enough standard for university?
Can you engage effectively with the research and study demands of the course?
Have you gained a strong understanding of the use of relevant IT systems and cloud learning?

I believe that higher education will challenge any assumptions I may have made about the importance of Mathematics in Structural Engineering, whilst giving me the opportunity to extend my academic understanding of materials and environmental policy. The MOOCs I have completed, in addition to my current school timetable, have challenged me to develop the skills to be an effective independent learner.

3 How Have You Overcome Specific Challenges?

Explaining how you have overcome challenges in the past is an important aspect of self-review.

Universities, colleges and employers need to be able to identify which applicants have shown determination and resilience in the past, especially if those qualities play a key role in their own ethos…

Can you give examples of how you recognise challenges and difficulties?
Can you identify specific strategies to meet and prepare for challenges?
When faced with challenges, what is your emotional response?
Can you give examples of challenges overcome in academic work?
Can you give examples of challenges overcome in teamwork and practical work?
When and how have you overcome personal challenges?
Are you aware of how to transfer these strategies or approaches to higher education?
How can you mitigate against unnecessary challenges?
What is the value of challenge in the learning process?
How can you support peers with the things that challenge them?

4 When Did You Work Well In A Team Environment?

Working successfully in a team is considered a key skill in higher education.

Although time is spent focusing on independent study, many disciplines require students to collaborate on research and practical projects.

Sharing findings and contributing to publications is common academic practice…

What is the value of working collaboratively in education?
Do you understand contemporary theories around teamwork and collaboration?
What kind of role do you play in a team?
What makes a team effective, and how does that relate to your strengths and experiences?
Can you give specific, tangible examples of successful teamwork?
Can successful teamwork have unsuccessful outcomes?
What specific approaches do you bring to working in a team?
What does working well/effectively/sustainably in a team actually look like?
How can teamwork be applied to academic study?
Can you suggest examples of teamwork that you might encounter in higher education?

During a Physics summer camp, I was part of a team assigned to develop coding for a robotics project. To ensure success, I shared my academic and experiential resources with the rest of the team, and made sure that I listened to their questions. I helped generate a workflow that enabled the team to prioritise tasks, and motivated those around me to complete the project to the deadline.

5 Why Do You Want To Study At This University?

This is unlikely to arise in the UK undergraduate system , as candidates apply to a maximum of 5 different organisations, none of whom can see where else you’ve applied.

However, US undergraduate applications and global postgraduate personal statements are far more likely to ask this question…

What research have you undertaken into the course’s academic offer?
What do you know about the ways in which the course is structured?
Which optional modules or units are you most interested in working on and why?
What research opportunities most interest you and why?
Which faculty leaders’ work do you most admire? Can you justify and offer your opinion of their research or publications?
Which of the university’s physical resources is of the most importance to your academic career?
Have you attended the campus on an open day? What were your impressions, and how do they compel you to study at that institution?
What co-curricular opportunities attract you?
How do the support services, accommodation, grants or networking opportunities fulfil your needs as a student?
Can you give examples of inspirational alumni and relate their achievements to your ambitions?

6 How Will The Course Help You Achieve Your Goals?

Universities want you to succeed. It’s great for their reputation, their place in the league tables and for developing effective alumni programmes.

Most of all, they want you to remain on the course because they need your funding. Knowing that your goals connect with theirs is key to retention…

What are your academic goals, and how do they relate to the course offer?
What does achievement look like to you?
What are your subsequent professional ambitions, and how will that specific university help you to achieve them?
How well do you know the industry or sector that you are interested in entering?
Have you fully understood the course components and understood their relevance to your goals?
What steps have you already taken to achieve your goals, and how will the course allow you to extend them?
Can you explain the scope of your ambitions in an informed and realistic manner?
What research have you undertaken into relevant alumni networks or achievements?

Being a dynamic student with a sound understanding of the business world, I have set myself the goal of completing your course on Business Analysis and Management, which will allow me to develop my skills in diagnostic accounting to a high level. This will form the foundation of my first step on the career ladder, where I intend to work as a financial consultant in the social media sector.

7 What Lessons Have You Learned From Your Studies?

Institutions want students who are academically and personally reflective because reflective and self-aware students are better equipped to manage the academic and personal rigours of college life.

Asking you to reflect on the value of your previous learning is a great way to judge that…

Can you outline the value and relevance of prior learning in your subject specialism?
How has your academic journey so far prepared you for your course?
What specific study skills have you developed that will be of value in higher education?
What advanced knowledge of your subject do you have, setting you apart from other applicants?
Do you understand the ways in which you learn best , and how will you apply these in a university setting?
How will the knowledge gained from the study of other subjects be of value to you on the course?
What research and academic writing skills have you developed?
What opportunities have you taken to stretch your learning beyond the formal, taught curriculum?
How have you applied theoretical learning in a practical context?
Are you aware of the weaknesses in your academic skillset, and how you intend to manage this at university?

8 What Will You Contribute To University Life?

Universities and colleges aren’t just about formal learning.

They’re complex, living communities comprising people from diverse cultural, geographical and ethnic backgrounds.

Learners with an ability to contribute to those communities in a positive way help make the organisation a better place…

How will your academic work be of value to the university?
How will your research add to the collective knowledge of the subject?
How do your ambitions align with the goals of the university or college?
What have you contributed to your school community in the past, outside of the classroom?
In which ways will you support your peers academically?
How will you add value to the life of the university through co-curricular activities such as sporting or social organisations?
Do you have skills or experience that will enable you to contribute to the pastoral or student support services?
Can you provide volunteering or organisational examples to illustrate that you are community-minded?
Can you give examples of ways in which you have engaged with issues of diversity and inclusion?
Can you show your awareness of the value of community to both the individual and the community itself?

Having established and facilitated the inclusivity forum at my school, I am positive about contributing to the emotional and physical wellbeing of all members of the communities in which I live and work. A keen sportswoman, I intend to join the cross-fit club and am looking forward to inspiring my peers with my positive and motivational approach.

9 What Are Your Greatest Skills And Talents?

This type of question asks you to reflect on your capabilities inside and outside of the classroom.

Colleges and employers ask this kind of question when they are looking for evidence of interpersonal skills and for candidates to have developed interests and commitments outside of academia…

Can you reflect on your capabilities and give context for their use?
Are you able to identify your skills and talents and give a rationale as to why these are your strengths?
Can you show how you have used these skills positively?
Can you identify a range of transferable skills and show how you have used them in the past?
Can you illustrate ways in which transferable skills might be of value in higher education?
Have you identified the skills required to successfully complete the course and referenced these in your personal statement answer?
What strategies did you use to attain these skills and abilities?
How are your skills of value to others?
How do your skills relate directly to your choice of course or discipline?
By comparison, what are your greatest weaknesses and vulnerabilities? How are you improving these, and how will university help in this process?

10 When Have You Shown Leadership Qualities?

Universities and employers are looking for applicants that will work harmoniously within their community.

But they also need candidates with the potential to be dynamic, to show leadership and with the vision and confidence to take opportunities and motivate others…

Have you voluntarily placed yourself in leadership situations in the past? Why were these successful?
Have you inadvertently found yourself in leadership roles, and if so, what was the challenge?
How confident are you when given responsibility for leadership? Why is this?
What is your leadership style ? Why?
What lessons have you learned from the leadership of others? Good and bad examples?
Can you offer specific examples where you have taken the lead on a project or initiative?
How do you motivate and guide a team?
Can you explain how to use active listening and mediation as a team leader?
How do you know when to take the lead?
Why is the capacity for leadership important in group settings such as those at university?

I stepped into a leadership role during a project I undertook as part of my extra-curricular Psychology studies. When other members of the group expressed doubt in their ability to complete the task, I organised their workflow, identified their areas of expertise and through active listening and discussion, reassigned key roles that allowed each member to contribute positively.

Good luck with your personal statement, and don’t forget to contact me if you’d like some 1-1 support. You’ve got this! D

Research and content verified by Personal Statement Planet .

David Hallen

I've worked in the Further Education and University Admissions sector for nearly 20 years as a teacher, department head, Head of Sixth Form, UCAS Admissions Advisor, UK Centre Lead and freelance personal statement advisor, editor and writer. And now I'm here for you...

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