personal statements ucas scrapped

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• UCAS Personal Statements Are Changing in 2025

Last Updated: 16th January 2023

Author: Matthew Amalfitano-Stroud

Table of Contents

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. 

At UniAdmissions, we ensure all of our students receive the most up-to-date support.

At UniAdmissions, we’re working tirelessly to ensure that our tutors, curriculum and resources are ready to get our students through these changes. You can join them today and ensure you get the support you need to make it through the 2024 admissions cycle . 

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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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Regardless of what changes are made to the Oxbridge admissions process, we will be ready to provide you with the very best support for your application. Our students have access to expert Oxbridge tutors, comprehensive online courses, intensive preparation events and so much more. 

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The Ucas personal statement is changing in 2025

A question-based personal statement will be required as part of university applications from autumn 2025 onwards

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Ucas to scrap personal statement in UK university applications

The ucas personal statement in the uk university application form has been replaced with three questions that prospective students have to answer.

Seeta Bhardwa

Ucas, the central application platform for applying to university in the UK, has removed the personal statement from its application process.

The personal statement is currently one of the components making up the application form for applying to universities in the UK. This is in the form of a 4,000-character essay written by students – an opportunity to explain their motivations for studying their chosen course and the university they are applying to. 

However, those applying for undergraduate places in 2026 will instead have to answer the following three questions as part of their Ucas application: 

• Why do you want to study this course or subject?  This is 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.
• How have your qualifications and studies helped you prepare for this course or subject?   In this section 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.
• What else have you done to prepare outside of education, and why are these experiences helpful?  Here applicants can reflect on their personal experiences, and any other activities they have undertaken outside their education to further demonstrate their suitability for the course.  

This new format will be introduced in September 2025 for students wishing to enter university in 2026. 

Jo Saxton, chief executive at Ucas, said: “The changes to the personal statement, along with our recent fee waiver for students in receipt of free school meals, are all part of Ucas’ contribution to the sector-wide effort to ensure more people from disadvantaged backgrounds can benefit from the life-changing opportunity of higher education.

“During my time in schools, I saw first-hand how the personal statement can help students really clarify and articulate their ambition, but also how challenging it can be for those with less support. The new approach, with guided questions aims to give greater confidence to those students, as well as their teachers when advising on how to secure their dream course.”

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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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Ucas scraps personal statements for university hopefuls

A video message could soon replace the personal statement, the university admissions body said as it announced it was scrapping the written essay.

Candidates have a blank space on university application forms which they can fill with up to 4,000 characters. Ucas said that from 2024 they will instead respond to questions that will guide them to support their application in the right way.

Social mobility experts have campaigned for change and said personal statements were “barometers of middle-class privilege” because wealthier teenagers had tailored help. Numerous companies offer their services and private school sixth forms have specialists to help pupils.

Ucas is making the changes after a consultation with 1,200 students, 170 teachers and more than 100 universities and colleges. It said this paved

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Ucas to scrap personal statements and have set questions for university applications instead

There are fears that the personal statement leaves disadvantaged students struggling

• 06:32, 18 JUL 2024
• Updated 09:00, 18 JUL 2024

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Ucas has confirmed that university applicants will now respond to questions in their personal statements to level the playing field for disadvantaged students.

The admissions body announced that students aiming to start university in 2026 will no longer write a free-response essay for their personal statement. Instead, they will answer three guided questions in their Ucas personal statements.

This change comes after longstanding concerns that the current personal statement system favours advantaged students who can access more support.

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It is hoped that these structured questions will give all students a clearer understanding of what universities and colleges want to know when making admissions decisions.

This decision follows Ucas data suggesting that the gap in university application rates between the most and least advantaged students has widened over the past year. At present, applicants detail their skills, experiences and reasons for applying for a course in a text box which can hold up to 4,000 characters.

Ucas questions revealed

However, from September 2025, students applying for 2026 entry to university or college courses will be required to answer three mandatory 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 helpful?

This change comes after Ucas research indicated that 79% of students found crafting a personal statement challenging without help.

Ucas's recent survey revealed that the majority of prospective students are in favour of this revamped approach to personal statements.

Despite the changes, the length of the personal statement will remain capped at 4,000 characters.

As of June 30 the final deadline to apply to up to five courses simultaneously a total of 321,410 18-year-olds from across the UK have applied to courses, up from 319,570 in 2023 (0.6%).

However, there's a concerning trend in the data: application rates from the most disadvantaged groups in England have dipped to 25.4%, while those from the most advantaged backgrounds have seen a small rise to 60.7%.

Jo Saxton, chief executive at Ucas, said: "Today's figures show that whilst positive progress has been made, there is still much to do.

"The changes to the personal statement, along with our recent fee waiver for students in receipt of free school meals, are all part of Ucas's contribution to the sector-wide effort to ensure more people from disadvantaged backgrounds can benefit from the life-changing opportunity of higher education.

"During my time in schools, I saw first-hand how the personal statement can help students really clarify and articulate their ambition, but also how challenging it can be for those with less support.

"The new approach, with guided questions, aims to give greater confidence to those students, as well as their teachers when advising on how to secure their dream course."

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Kevin Gilmartin, post-16 specialist at the Association of Schools and College Leaders (ASCL), said: "This is a very welcome change. The current 'text box' approach is far too vague and has favoured students who are able to draw on support from family members who have previously been to university and submitted personal statements themselves.

"The switch to structured questions will provide much-needed clarity to students about what information they should be including.

"These questions should also be of more use to admissions tutors than the old-style personal statements, which research has shown were barely being read in many cases."

Last year, a report by the Higher Education Policy Institute (Hepi) revealed that university applicants' personal statements are typically reviewed for just two minutes on average.

Lee Elliot Major, a professor of social mobility at the University of Exeter, said: "This welcome reform strikes the right balance between a more structured approach to deter fabrication, while not limiting the opportunity for applicants to personalise their statement.

"I believe it is a significant step in making the university admissions system a little bit fairer for all applicants."

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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.

UCAS to scrap personal statement requirement for student applicants

T he Universities and Colleges Admissions Service (UCAS) has said that students will no longer be required to write a personal statement when applying for higher education.

In a report titled Future of Undergraduate Admissions , which was published on 12 January, UCAS said that students would now answer a series of questions about their reasons for choosing a particular course.

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

It detailed concerns that support for students writing personal statements was “not universal”, and that it favoured privileged students. As a result, UCAS wrote that the personal statement has been criticised “as a mechanism to ‘widen the gap’” between students.

Analysis by the Higher Education Policy Institute (HEPI) in November last year found that writing a statement is an “unnecessary burden” on disadvantaged students, and it said that the 4,000-character essay was a factor “contributing to inequalities in higher education access”.

The personal statement will be replaced by a series of questions covering six key areas: motivation for the course, preparedness for the course, preparation through other experiences, extenuating circumstances, preparedness for study, and preferred learning style.

UCAS said that it hopes that the questions will “bring focus and clarity for students” and “reduce the need for support”.

The report found that 83% of students find the process of writing a personal statement to be stressful , and 79% believe that the statement is difficult to complete without institutional or external support.

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

In February 2022, UCAS announced that it was considering making changes to the application process.

Michelle Donelan, the Universities Minister at the time, 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.”

The report also revealed that academic references are to be replaced with three structured questions for referees to answer, in order to make it easier to compare applicants against each other.

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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

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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Students seeking to start university in 2026 will be the first to experience the reformed application form, which will allow for the same amount of writing as the essay.

The move comes as UCAS data suggests the gap in university application rates between the most and least advantaged students has widened in the last year.

Keep up with all the latest news from the UK and around the world by following Sky News

Data shows the application rate from the most disadvantaged backgrounds has fallen slightly to 25.4% in England, while the application rate for the most advantaged has marginally increased to 60.7%.

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

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Install the Sky News app for free

Previous UCAS research found 79% of students felt that the process of writing the personal statement was difficult to complete without support.

Jo Saxton, chief executive at UCAS, said: "The changes to the personal statement, along with our recent fee waiver for students in receipt of free school meals, are all part of UCAS's contribution to the sector-wide effort to ensure more people from disadvantaged backgrounds can benefit from the life-changing opportunity of higher education."

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Ucas scraps personal statements for university applicants

A video message could soon replace the personal statement, the university admissions body said as it announced it was scrapping the written essay.

Candidates have a blank space on university application forms which they can fill with up to 4,000 characters. Ucas said that from 2024 they will instead respond to questions that will guide them to support their application in the right way.

Social mobility experts have campaigned for change and said personal statements were “barometers of middle-class privilege” because wealthier teenagers had tailored help. Numerous companies offer their services and private school sixth forms have specialists to help pupils.

Ucas is making the changes after a consultation with 1,200 students, 170 teachers and more than 100 universities and colleges.

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• UCAS Guide >
• Personal Statement >

Medicine Personal Statement Examples

Writing a medicine personal statement has been a part of the lives of medical applicants for many years and is a fundamental part of the selection criteria. The way in which the UCAS personal statement is structured and written is changing for 2026 with the process shifting to a short answer format. However, for all 2025 entry students, the UCAS personal statement will remain the same. 

Table of Contents

In this article, we will explore a range of different personal statement examples with explanations of their ranking to help you in the process of writing your own medicine personal statement. 

What Makes a Good Medicine Personal Statement?

• Unique and personal 
• Reflection on experience, weakness, and strengths
• Showing realistic insight into the medical profession with a coherent narrative based on genuine experience and reflection
• Discussion of extra-curricular activities with an emphasis on the characteristics, skills, and personal traits that will serve you well in a career in medicine 

Medicine Personal Statement Example 1:

My decision to pursue a career in medicine stems from a longstanding interest in the human body and the science of healthcare. Over the years, I have engaged in various activities and studies that have prepared me for this path, and I am eager to contribute to the medical field.

My first significant exposure to healthcare was during my time volunteering at a local care home. This role involved assisting elderly residents with their daily activities and supporting the nursing staff. This experience provided me with a clear understanding of the practical aspects of patient care, particularly in managing chronic illnesses and providing support to those in need. My time at the care home taught me the value of being detail-oriented and the importance of providing consistent care to maintain the well-being of patients.

In addition to volunteering, I completed a placement at a local hospital where I had the opportunity to observe various medical professionals in action. I shadowed doctors in different departments, including general medicine and surgery, which allowed me to gain insights into the workings of a hospital. I observed doctors carrying out surgeries which ranged from a simple appendectomy to a complex bypass surgery, this was fascinating. I also enjoyed watching doctors talk with patients.  One notable experience was observing a complex surgical procedure, which highlighted the technical skills required in the medical field and the importance of maintaining composure in high-pressure situations.

Academically, I have focused on subjects that provide a strong foundation for a career in medicine. My studies in Biology and Chemistry have given me a solid understanding of the scientific principles essential to medical practice. Through coursework, I have developed strong analytical skills which would be useful in medicine. I have also participated in various group projects that required collaboration and communication which would be useful in medicine.

Outside of my formal studies and medical-related experiences, I have also been involved in extracurricular activities that have developed my leadership and organisational abilities. For example, I have been a member of the student council, where I played a role in organising events and representing my peers. 

My work experience has also included a part-time job in a pharmacy, where I gained further insight into the healthcare system from a different perspective. Working in a pharmacy involved interacting with patients and working on the till and answering patients’ questions. This experience reinforced my interest in the pharmacological aspects of medicine and the critical role that pharmacists play in patient care.

I am committed to pursuing a career in medicine because it combines my interest in science with the opportunity to make a tangible difference in people’s lives. The experiences I have gained thus far have equipped me with a strong foundation in patient care, a solid understanding of the healthcare environment, and the necessary academic background. I am eager to continue my education in medicine and look forward to the challenges and opportunities that lie ahead in this rewarding profession.

What could this medicine personal statement do better?

• This statement is slightly too descriptive in nature with a focus on recounting the details of placements and is a statement of fact. This statement would be improved by making it more reflective in nature and through linking it to future clinical practice. 
• This statement does not have a strong conclusion and is too focused on the activities that were done as opposed to the skills or insight gained throughout the process
• This statement could go further to reflect on work experience and reference future aspirations and self-development which could follow this placement. It is always a fantastic idea to discuss how you would take this learning forward in your future development as a medical student and a future doctor.

What does this medicine personal statement do well?

• This statement has a strong conclusion which summarises the reflective elements of the statement. It brings together the core themes and relates them to a future clinical practice and uses this to indicate a readiness for a future career in medicine. 

Medicine Personal Statement Example 2: 

Graduate medicine applicant .

In studying a degree in politics, I have developed, flourished and remain undeterred in my desire to pursue a career in medicine. My scientific fascination with the body and its functions has remained secure throughout and I am drawn to follow the vocation that is the complex and nuanced role of a doctor. 

Shadowing a GP, I learnt about best practices and the importance of consistent process in improving the quality of modern GP consultations. Participating in a role play and ethical decision-making seminar with two junior doctors helped me realise that learning, personal development and complex ethical questions remain key components of a doctor’s life. Sitting in on practice meetings highlighted the intricacies of medicine as a business and the ultra-medical roles of doctors. Through volunteering at —— Children’s Hospital, the experience of assisting nurses, comforting parents and distracting children has taught me that small acts of kindness can improve hospital environments for parents and children simply by reassuring and understanding their difficulties. Observing the relationship between doctors and nurses also taught me about the importance of multi-disciplinary teams and strong communication in the functioning of an effective medical service. Recognising a gap in my knowledge of social services, I volunteered for a homeless outreach organisation. I worked with clients to provide services like showers, food and access to housing schemes. I also spent time with the outreach nurse. This taught me about the essential services provided and the necessity for judgement-free consulting, reinforcing to me the fundamental connection between poverty, illness and the wide variety of social circumstances surrounding homelessness. It has developed my understanding of the complex and nuanced role of a medical professional and the importance of strong coordination between medical and social services to provide the best patient care possible. 

On my gap year, I travelled the US. Whilst the experience developed my ability to manage stress, organise time and maintain relationships, I was most heavily impacted by my first-hand knowledge of the North American Opioid Crisis, driving my scientific curiosity throughout my university life and strongly influencing my dissertation. I explored the role of the over prescription of opioid medications in the North American Opioid Crisis and its political influences. During my research, I have formulated clear links between politics and medicine by breaking down complex questions into component sections, independently researching pharmaceutical knowledge and studying the importance of socio-political factors in medicine. This scientific curiosity builds on my EPQ in which I explored the possibility of using stem cells to repair damaged cardiac muscle following myocardial infarction. I have developed a wide array of life skills through my participation in team sports, music, part-time work and Camp America. At University, I am the 1st Team Football Captain, and this involves managing and maintaining the morale of my players, ensuring the health and safety of my team, and assisting with their time management. Through understanding the different needs of individuals, I have adapted my approach and techniques and developed the ability to accept my failures and learn from them. Through my music and part-time work, I have learnt to prioritise, work long hours and engage in skills workshops in order to progress. Through Camp America, I further developed my ability to support sick children, manage my positivity and to recharge my energy in a healthy and constructive way. 

I recognise the complex difficulties of the medical profession, and I do not underestimate the necessary commitment. I believe that I have been developing the skills and personal traits required in a successful doctor and I remain dedicated to working to the best of my ability throughout a medical career .

• This statement addresses the background of the applicant well and explores how the motivation for medicine remained consistent throughout the process of the first degree. As applicants pursuing Graduate Entry Medicine (GEM) this is important as it allows you to build upon your additional experience from the undergraduate but also allows you to demonstrate a long term and thoughtful process of reflection that leads to a career in medicine. 
• This statement cleverly draws the link between the previous degree and a career in medicine and does not depart from the previous study but instead illustrates how this study was formative and key to their development. 
• This statement has a strong reflective element when discussing work experience and uses this in a future forward manner whereby they are demonstrating how their experience has shaped them and how they will use this in a future career in medicine

What could this medicine personal statement improve?

• This statement could have a stronger introduction with a clearer direction for the statement established in that first line

Medicine Personal Statement Example 3: Poor Personal Statement

Ever since I was young, I’ve wanted to be a doctor because it seems like a good job where you get to help people. I think medicine is really interesting, especially when people are sick and doctors make them better. My uncle is a doctor, and he says it’s a great job with lots of rewards, so I thought it would be a good idea to do the same.

I haven’t done much in terms of work experience, but I once visited a hospital when my friend broke his leg. It was amazing to see how the doctors worked and how they fixed his leg. The nurses were also very nice, which made me think that hospitals are positive places to work. I also visited a few doctors’ offices as a patient, which gave me an idea of what it’s like to be a doctor.

In school, I have done well in most subjects, although I find some of them quite boring. I think science subjects are the most useful for becoming a doctor, so I have tried to focus on those. I got good grades in Biology and Chemistry, but I am not really interested in Physics because it’s too hard and not very relevant to medicine. However, I am confident that I will do well enough in my exams to get into medical school.

Outside of school, I haven’t really done much that relates to medicine, but I do like watching medical TV shows. They show a lot of what it’s like to be a doctor, and I find that really inspiring. I am also part of the school chess club, which has nothing to do with medicine, but I think it shows that I am good at strategy and thinking ahead, which could be useful in medicine.

I think I would be a good doctor because I care about people and want to make a lot of money while doing something important. I think doctors are respected and have good lives, and that is something I want for myself. I also like the idea of being in charge and making decisions that affect other people, which seems like something doctors do a lot.

In conclusion, I think medicine is a good career choice for me because it seems like a stable and rewarding job. I haven’t had a lot of direct experience, but I am sure that I will learn everything I need to know in medical school. I am excited about the idea of becoming a doctor and hope to get into a good medical school that will set me on the path to success.

Key Issues with this Medicine Personal Statement:

• Vague Motivation : The motivation for wanting to become a doctor is not well articulated. The statement begins with a generic and unconvincing reason (“it seems like a good job where you get to help people”).
• Lack of Relevant Experience : There is little to no relevant work experience mentioned. The writer relies on a brief visit to a hospital as a visitor, which does not demonstrate a real understanding or commitment to the field of medicine.
• Irrelevant Information : The mention of watching medical TV shows and being part of a chess club are irrelevant to the application. These points do not contribute to the applicant’s suitability for a medical career.
• Poor Academic Focus : The statement mentions a dislike for Physics and a general lack of interest in certain subjects, which could raise concerns about the applicant’s commitment and academic readiness for the challenges of medical school.
• Misguided Motivation : The desire to make a lot of money and be in charge are not appropriate primary motivations for entering the medical field. These motivations may reflect poorly on the applicant’s understanding of the profession.
• Lack of Structure and Coherence : The statement is disjointed and lacks a clear structure. It jumps from one topic to another without a coherent flow, making it difficult to follow.
• Overconfidence : The applicant expresses unwarranted confidence in their ability to succeed in medical school without demonstrating the necessary preparation or understanding of what the course entails.
• Lack of Personal Insight : The statement lacks personal reflection and does not convey the applicant’s genuine interest or dedication to the field of medicine.

This example illustrates how a poorly constructed personal statement can fail to make a compelling case for admission to medical school. It’s important to be reflective, specific, and focused when writing a personal statement to ensure it effectively communicates your suitability for the field.

In summary, writing a personal statement is exactly that, the process is an inherently personal process and therefore should be honest and deliberate in its approach. Our medicine personal statement guides and blog posts are there to provide inspiration and common pitfalls to avoid but in the end the medicine personal statement should be a true reflection of you and your motivation for medicine. If you would like to explore your statement further with a medicine personal statement tutor , then our personal statement service may be the perfect fit for you.  

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UCAS personal statements | 10 ways to support your child

Applying to university can be a long and complex process as your child explores what and where they want to study, making decisions that will shape their future career and happiness..

Although this is a journey only they can take, you can offer both practical and emotional support as they prepare their application – and that includes helping them as they plan and write their personal statement.

What is a personal statement?

Why are personal statements important, what should a personal statement include, why must personal statements be unique, how can i help my child with their personal statement, tips for international parents.

A personal statement is a key element of your child’s UCAS application. Submitted online with their application, it’s a mini essay they must write that showcases their ambitions, skills and experience.

Even though they can apply to up to five courses at once in a single UCAS application, they only need to write one statement.

For your child, a personal statement is their first opportunity to impress a university with their passion and flair for their chosen degree. In their own words they can show what makes them the best candidate for the course. It can make their application stand out.

For admissions staff, a strong personal statement that shows your child’s suitability for their course and commitment to their chosen subject, can tip the balance in favour of making them an offer.

Your child has just 4,000 characters (including spaces) to create a well-rounded personal statement. It needs to be impactful and reflect their personal and academic journey. It should include:

• an engaging introduction that shows their passion for their subject, setting the tone for the rest of their statement
• their achievements and interests and how these have prepared them for their chosen course
• any relevant experience – from work experience to placements, internships and volunteering – especially if these relate to their course
• extracurricular activities that have helped them grow and learn and that demonstrate transferable skills such as resilience, teamwork, and leadership
• skills and personal attributes that make them a strong candidate
• their ambitions and career goals, and how their course will help them achieve their dreams
• a strong conclusion that shows they're ready for university life

A personal statement has to be your child’s own work. It must be unique to them. They shouldn’t copy anyone else’s statement or share their own.

UCAS has a dedicated verification team that checks applications and personal statements for fraud and similarities with previous applications. This includes similarities to text on the internet if, for example, an AI chabot has been used to generate the statement.

Any incidents are flagged and the relevant universities alerted, potentially stopping them from making offers.

The guidance from UCAS is simple: your child’s personal statement should be just that – personal and written by them.

Even though your child must write their own personal statement, there are things you can do to help them.

• Talk to them about why they want to go to university, their experiences, achievements and ambitions – it’ll spark ideas about what they want to include, and why.
• If they want to start writing straight away – great! It not, encourage them to make notes that they can come back to. But don’t let them leave it too long.
• Help them organise what they want to say into sections – it’ll allow them to focus on what’s most important to include.
• Once they’ve written a draft, offer to read it. You might be able to suggest improvements, spot grammar or spelling mistakes.
• Don’t over-edit their work. This is their personal statement, expressed in their words, not yours.
• Be encouraging – it could take several rewrites before they’re happy with their personal statement.
• Make sure they know the deadline for completing their personal statement.
• Some schools/colleges review students’ personal statements before submission. If this is the case, encourage your child to make the most of the feedback.
• Don’t be upset if your child doesn’t want your help. They’re growing up and this might be something they want to do on their own. Respect that. But if you know they’re running out of time, or suspect they’re floundering, ask them what you can do.
• Download our guide to writing a personal statement – it’s packed with helpful, practical tips, as well as insights from our staff about what admissions teams look for in personal statements.

Your child’s personal statement must be written in English so, if that’s not your native language, it can be difficult to support them practically. But there are still things you can do.

Encourage your child to research the UK university system, the requirements of their chosen course, and what universities are looking for in applicants. This will help guide the content of their personal statement.

UCAS’s official website features a range of resources to help your child plan and structure their personal statement. Once they’ve registered with UCAS and set up their online Hub, they’ll also be able to access a personal statement builder.

Online educational forums in your country can offer useful insights, while grammar and spell-checking tools can provide valuable language support.

Similarly, English-speaking friends or teachers familiar with the UCAS system can offer valuable feedback, and help your child’s abilities, dreams, and ambitions shine through in their personal statement.

Although we use the terms parent/child in this blog for simplicity, it is intended for anyone fulfilling a parenting role.

Published By Judith Charlton on 30/08/2024 | Last Updated 30/08/2024

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Admissions information for studying Dentistry at Cardiff

• Last updated: 02/09/2024

What must be on my UCAS Application?

All applicants must complete all sections of the UCAS application. In addition, a personal statement which includes information supporting your suitability for the Dental course applied for and an academic reference are essential.

Those applying to our DipHE Dental Hygiene and BSc Dental Therapy and Dental Hygiene programmes with BTEC or Access to Higher Education qualifications must accurately state which course they are completing or have completed (e.g. Certificate or Diploma).  The individual modules completed (and associated grades) must also be entered accurately on the application form so the admissions team can ensure the Biology content of the course is suitable.  If credits have been awarded, the qualification should be entered into the “completed” section of the UCAS form.

Applications with missing information that influences our ability to assess the suitability of your qualifications, or applications with inaccurate information, or applications with qualifications entered into the incorrect section of the UCAS form, may be rejected.  Applicants will only be contacted for clarification if time allows during the application scoring process.

Do I need to meet the English language requirements at application?

All applicants must evidence that they have met the minimum English language requirements at the point of application.

What should I include in my personal statement?

For all applicants, the personal statement should include:

• a commitment to the dental profession applied for
• evidence of the skills and attributes required for the dental professions
• an understanding of the dental professions

The Personal Statement is screened for those we intend to interview, but not formally scored.

What does the School of Dentistry think of a gap year?

We welcome a constructive gap year as it gives you an opportunity to travel, gain work experience or carry out charity work etc. We recognise that a gap year can broaden your skills and experience. With the cost of living, earning money before university may also be helpful.

Does the School of Dentistry accept transfers?

Home transfers.

Dental Schools do not accept transfers of students from other schools. This is because the requirements for graduation defined by the GDC are not taught and assessed in a similar order.  Government capped places would also be disrupted by student transfers.

Schools may consider transfers for students in unforeseen exceptional circumstances with approval of both the sending and receiving programmes. In most cases the student would need to re-start from year one for the reasons described previously.

The Dental Schools Council encourages prospective students to consider the intensity of oral healthcare courses and their potential geographical distance from their support networks, when applying for dental school.

International transfers

Students from a dental school outside the UK are unable to transfer into a programme in a UK dental school. This is because international programmes follow their local regulatory requirements which are likely to differ from those in the UK.

How competitive is it to get into Dental Programmes at Cardiff University School of Dentistry?

The competition has become even more fierce over the past few years.  As well as the number of applications increasing, the proportion of applicants with excellent academic results has also increased.  Unfortunately, many excellently qualified applicants are rejected because of this competition for a set number of places.

Bachelor of Dental Surgery

We have had over 1500 applications each year over the last 2 years for Dentistry.   We interview approximately 280 - 300 applicants.  The number of offers following interview has varied over the last three years in an effort to reduce the risk of oversubscription and has ranged from approximately 60 - 100.   A reserve list is used.

There are around 74 places for Year 1 (including UK and Overseas).  The number of places available on the programme can change.

As part of the Selection Process, you would only receive an offer if you have had an interview.

DipHE Dental Hygiene and BSc Dental Therapy and Dental Hygiene

We have had around 1000 applications each year over the last 2 years across both programmes.  The number of interviews offered can vary but has been around 240 for the last 2 years across both programmes.  The number of offers following interview has varied over the last three years in an effort to reduce the risk of oversubscription and due to different numbers of places being available.  A reserve list is used.

There are around 18 places on DipHE Dental Hygiene and 29 places on BSc Dental Therapy and Dental Hygiene.  The number of places available on each programme can change.

How many Overseas places do you have?

Like most traditional Dental Schools across the UK, we have a cap on overseas places.  This means we have around 4-5 places in Year 1.

We do not currently accept Overseas fee paying students onto these programmes.

Are Welsh applicants treated differently to Rest of UK applicants?

All Dental Schools across the UK have contextualisation criteria.  Dental education in Wales is funded by Welsh Government.  There is a need to ensure that public money in Wales is spent to improve the health of the nation of Wales, in addition to the wider UK.  The School of Dentistry has responsibilities regarding widening access to dentistry and supporting the diversity of the healthcare workforce, and these are also key considerations in reviewing applications to dental school.  Given the geography and population of Wales, and the under-representation of Welsh applicants, Cardiff University School of Dentistry currently recognises Welsh-domiciled applicants as one of their contextualised groups.  Like all Dental Schools in the UK, the number of dental student placements is capped in line with the funding available.

Information on Cardiff University’s contextual admissions can be found here: www.cardiff.ac.uk/study/undergraduate/applying/contextual-data

Why do you treat contextualised applicants differently?

Having a diverse dental student population promotes a holistic, empathetic approach to patients, ensures we are selecting dentists representative of the population they will be serving, and may be more likely to work in communities similar to those they are from.

Groups of students who are under-represented at dental school are encouraged to apply. There are many groups that are under-represented.  Social mobility is improved through education.

How are applications scored?

Applicants are regarded as Welsh-domiciled, Rest of UK-non-contextualised, contextualised Rest of UK, Widening Participation (WP) or Overseas.

WP applicants who have taken part in either the Step-Up programme, Seren Dental Summer School, the Sutton Trust Dental Summer School, the North Wales Dentistry Widening Participation programme, Deintyddion yfory or the International Foundation Year are eligible for a guaranteed interview.  Applicants on the Pathway to Dental Hygiene and Dental Therapy are eligible for a guaranteed interview for the BSc Dental Therapy and Dental Hygiene and DipHE Dental Hygiene.

To meet commissioner requirements, Welsh domicile applicants who have completed or are pending a Level 3 or 4 Access to Higher Education course with an appropriate amount of Biology will also typically be invited to interview for the BSc Dental Therapy and Dental Hygiene and DipHE Dental Hygiene.  Applicants must meet all minimum entry requirements and submit a satisfactory personal statement and reference.

Find out more about Widening Participation .

For all other applicants, points are given for achieved grades only.  GCSEs (including mandatory subjects) and A levels are eligible to be scored.  Accepted equivalent qualifications can also be scored.  Typically, seven GCSEs will be scored for the Bachelor of Dental Surgery and five for BSc Dental Therapy and Dental Hygiene and DipHE Dental Hygiene.

A*/8/9 = 4 points

A/7 = 3 points

B/6 = 2 points

C/4/5 = 1 point

If you are applying with achieved A levels, points for achieved A level grades may be added to your GCSE score.  Having a fourth A Level is not a requirement and will not enhance your application.  A Dental Nurse qualification is accepted for the BSc in Dental Therapy and Dental Hygiene and the DipHE in Dental Hygiene in lieu of one A-level (excluding Biology).  Other Level 3 qualifications may be considered in lieu of A levels.  Once you have achieved 28 points for Dentistry and 20 points for DipHE Dental Hygiene or BSc Dental Therapy and Dental Hygiene, you will be considered alongside those with the maximum academic score available with GCSEs.

If you are applying with an Honours Degree that meets the requirements for the programme applied for and have also achieved the minimum GCSE and A level requirements, you will achieve the maximum academic score and will be considered alongside those achieving maximum academic scores with GCSEs or A levels.

For Bachelor of Dental Surgery, if the number of applicants in the relevant applicant group receiving a high academic score exceeds the number of interviews available, the UCAT score will be used as a cut-off.  Due to the variability in International qualifications, the scoring system may be utilised differently for Overseas applicants.

For BSc Dental Therapy and Dental Hygiene and DipHE Dental Hygiene, if the number of applicants in the relevant applicant group receiving a high academic score exceeds the number of interviews available, other aspects of your application may be considered to determine a cut-off, including the personal statement.

What is the cut-off score?

Cut-off scores for interviews (academic and UCAT) are determined by the competitiveness (i.e. calibre) of the number and quality of the applications we receive each year.

The academic and / or UCAT cut-off score will vary year to year and may vary between the different groups of applicants to ensure there is representation from each group.

What is your UCAT cut-off score?

A UCAT cut-off score is only used if we have too many applicants sitting on excellent academic scores.  The UCAT cut-off score is not predetermined and is unrelated to the previous year’s cut-off. It cannot currently be predicted.  The cut-off score may be different for the different groups to ensure that there is representation from each group.

What subjects must I have?

Please see our Admissions Policy and our Website for details on our minimum entry requirements.

Do you look at predicted grades?

Predicted grades are not considered at any stage of the Selection Process.

Do you look at AS level grades?

AS level grades are not considered at any stage of the Selection Process.

Do you have a Graduate Entry programme?

We do not have a graduate entry programme.

Do you accept Access Courses, BTECs and T levels?

Access Courses, BTECs and T levels are not currently accepted for the Bachelor of Dental Surgery.

We accept some Access Courses, BTECs and T levels for our BSc in Dental Therapy and Dental Hygiene and DipHE in Dental Hygiene.  Applicants are encouraged to email [email protected] to ensure their course contains enough Biology to be considered.

Do you accept re-sits?

We accept re-sits at GCSE level.  These must be achieved at the point of application.

We do not accept A level re-sits for the Bachelor of Dental Surgery unless you have been successful at interview and were given an honoured offer for the following year.

We accept A level re-sits for the BSc in Dental Therapy and Dental Hygiene and DipHE in Dental Hygiene.

Do you accept the EPQ?

For the Bachelor in Dental Surgery, the Extended Project Qualification (EPQ) is not considered at any stage of the Selection Process.  However, depending on the project, applicants may find the skills developed during the project useful for discussing in their personal statement.

For the BSc in Dental Therapy and Dental Hygiene, an A grade in the Extended Project Qualification (EPQ) can reduce the A level requirements by 1 grade (not including Biology).

What about extenuating circumstances?

These must be sent to the Central University by the deadline specified to be considered by the Admission Group. We are not able to adjust academic grades that have been given by any awarding bodies (you should contact the relevant Exam Board).

I’m unsure what my fee status will be, can you help?

An applicant’s fee status is set by the University, in accordance with the Education (Fees and Awards) Regulations and with the University’s guiding principles of fee assessment. Find out more about Cardiff University’s fee status policy and has a Fee Assessment Questionnaire, or contact [email protected] with further enquiries.

When will I hear if I have an interview with Cardiff University?

We review all applications thoroughly once the UCAS deadline has passed. This process can take many weeks. Therefore, we cannot give an exact timeframe on when applicants will be informed whether they have been successful in receiving an invitation to interview. We will only contact applicants once all applications have been reviewed.  We try to give at least two weeks notice for interview where possible.  If we are unable to do so, we will endeavor to update applicants with an estimated date of when they will hear if they have been invited to interview.

For the Bachelor of Dental Surgery, if you have not heard from us by the end of December, please contact us on: [email protected]

For the BSc in Dental Therapy and Dental Hygiene and DipHE in Dental Hygiene, if you have not heard from us by the end of March, please contact us on: [email protected]

Will the interviews be in person or online and what will the format be?

The interviews will be in the format of Multiple Mini Interviews (MMI) which involves several individual stations with themed questions.  The interviews for 2025 entry will be in person for Home fee status applicants.  We will not offer online interviews except for overseas applicants to the Bachelor of Dental Surgery programme.  Applicants should make note of the advertised dates of the interviews on our website (these can be subject to change).

We do not currently reimburse applicants for expenses incurred attending their interview.  Applicants who are unable to afford to attend their interview can contact us to discuss their circumstances, but we cannot guarantee that funds will be available from the University.

The majority of our MMI stations will be mapped to attributes expected of Dental Professionals by the General Dental Council .

Detailed information on the MMI process, including advice is sent to applicants offered an interview.

Applicants requiring reasonable adjustments or those with extenuating circumstances must email us with these requirements once invited to interview and in plenty of time to ensure any adjustments can be considered.

Can I do my interview through the medium of Welsh? How do I apply for this?

Yes. Anyone can sit their MMI through the medium of Welsh or bilingually. There will be a set number of interviews offered through the medium of Welsh/bilingually. You will need to contact us once invited to interview to secure an interview slot reserved for Welsh/bilingual interviews.

What is a bilingual or Welsh interview at Cardiff University School of Dentistry?

Bilingual and Welsh MMIs are essentially the same, in the sense they are conducted as one interview. You can switch from Welsh to English, and vice versa in these interviews. All interviewers will be happy to conduct the interview in either Welsh or English and you are welcome to switch languages at any time. You will not be granted any additional points for speaking Welsh, nor will they be taken away if you switch language at any time during the MMIs. You might wish to conduct one station in Welsh and another in English. This will not affect your score in any way.

All questions in the MMI interviews are available in Welsh so you can complete the whole interview through the medium of Welsh if you choose.

I applied to Cardiff for Dentistry last year and didn’t get a place. Can I reapply this year?

Yes, you can reapply as long as you meet our minimum entry requirements for the year you are applying.

I attended a Step Up/Sutton Trust/ Deintyddion yfory/ North Wales Dental Widening Participation/ Pathway to Dental Hygiene and Dental Therapy programme, how will you know?

We receive a list of applicants who have attended within the last year.

Document control table

Helping your child write a great personal statement

Advice for parents, guardians and carers.

• How to fill in the UCAS application
• Supporting your child with writing their personal statement for 2026 entry
• What happens once UCAS gets an application?
• Parent, Guardian and Carer Guide
• Key dates and the application journey
• Planning their future
• Researching options
• Revision tips and how to manage exam stress: a guide for parents and guardians
• Alternatives to university
• How to pay for uni
• International student finance
• Bills, budgeting and preparing for uni
• Finding university accommodation
• Making new friends and dealing with homesickness
• Parents Evening: The UCAS parent series

For most applicants, it will be the first time they’ve had to write reflectively about themselves. Taking a positive approach, and leaving enough time to do a good job, really can make your child’s application stand out from the crowd.

The personal statement format is changing for 2026 entry. If your child is applying to start their studies in 2026, we have updated guidance to help you support them.

Personal statement guidance for 2026 entry

parents-personal-statement-tool-cta.jpg

Our personal statement tool.

Help your child think about what to write and how to structure it, with UCAS’ personal statement tool – available in the UCAS Hub.

Not only is it a great tool to get them thinking about what they should be writing about, but it also tracks the characters they use, making sure they keep to the 4,000 limit.

The UCAS Hub  

Getting started.

To get started, encourage your child to:

• think about what makes them interesting, and what makes them stand out in a positive way
• write down a whole load of words – anything that shows why they’re excited about the course(s) they’re applying for
• remember why they chose the subject
• list work experience or other activities as supporting evidence, to show why they’d make a great student
• think about skills they could use on the course, such as leadership, communication, and time management
• ask you, their teacher, and their friends for ideas and feedback
• is relevant and focused – don’t waste the 4,000 characters
• uses clear, plain English
• avoids clichés
• is original – UCAS’ software scans all personal statements for plagiarism
• is redrafted multiple times until it’s right

Pulling it together

Taking all those ideas, and structuring them into a perfect personal statement of up to 4,000 characters, is the next step.

Four key parts to a good personal statement:

• First part – a punchy opening paragraph, showing their excitement for and understanding of the course. What makes them want to study it over any other course?
• why it interests them
• why they’re suitable (relevant skills, work experience, and inspirational moments) 
• any activities they’ve taken part in that demonstrate their interest in the course or subject area
• achievements they’re proud of
• positions of responsibility they’ve held
• attributes that make them interesting, special, or unique
• Closing paragraph – a concise statement which leaves the reader with a clear understanding of why they are perfect for the course.

Help your child stand out from the crowd

There’s a lot more to a university – or a job – application than academic achievements.

Admissions tutors and employers want to see how applicants have built up skills and experience outside of their studies too.

Work experience and internships

Work experience looks great on a personal statement, but only if your child can reflect on what they learnt from it, and how it’s relevant to the course they’re applying for.Using a real work experience example to answer the all-important question ‘why should we give you a place on this course?’ is bound to impress. For those looking to study medicine, for example, work experience that shows an interest in caring professions would be valuable – like nursery, preschools, or care home experience.

Work experience doesn’t always have to be in a relevant industry – at this stage, just gaining some experience in the workplace is more important.

Getting some professional experience, ideally relevant to your child’s chosen industry, will be looked on favourably by employers, and will help them decide if a particular career is right for them.

Part-time work

A Saturday job in a shop can demonstrate potential to admissions tutors. Encourage your child to be specific and describe a situation they’ve dealt with. How did they handle the situation? What did they learn? Get them to keep it relevant to the course, and describe how the skills link to their degree work. If they’ve developed strong communication skills as a result of interacting with customers, they should mention how they would put them to good use when presenting ideas in seminars, for example.

A part-time job can equip them with transferable skills, show they can balance work with their studies, and help cover living costs.

Volunteering

Doing voluntary work at a younger age shows that an applicant has drive. It's often a good way of building up communication and interaction skills too, so help your child reflect on these in their personal statement.

Volunteering could give your child the opportunity to gain more hands-on experience in a particular role than they would in a part-time job, or even through work experience. Many smaller charities are willing to give students more responsibility, as they don’t have the funds to pay lots of staff.

Clubs and hobbies

Talking about other interests or hobbies helps inject some personality into their statement. Before it goes in, they should ask themselves ‘so what?’. Less can sometimes be more – only include an example if it’s relevant.

The key words here are moderation and motivation. They should be picky, and avoid the temptation to sign up to everything in freshers’ week. It’s far better to actively contribute to one or two societies or initiatives so they have something more meaningful to put on their CV and job applications.

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