What is changing with personal statements?
Personal statements are changing from one longer piece of text to three separate sections, each with a different question to help shape the focus for students' answers. Each section will have a minimum character count of 350 characters, which is clearly labelled on the question boxes, along with an overall character counter, to ensure students know if they're on track. The new web page for submitting the personal statement will also feature helpful on-page guidance for each question.
The new questions 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?
What isn't changing?
- The personal statement will still be 4000 characters in total; this includes spaces.
- The content of the personal statement will remain broadly the same - it will just be split across three sections rather than one longer piece of text. The expectation for what students need to cover within the personal statement is mostly unchanged from current guidance.
The new personal statement
Sam Sykes, Customer Success Manager at UCAS, explains the changes to the new personal statement for 2026 entry.
You can also hear from students and an adviser on their thoughts and insight into the new structure, which aims to support students and advisers through the application process with a new scaffolded approach.
Top tip
The three sections will be reviewed as one by universities and colleges, so ensure students aren't repeating information across their answers.
Supporting equal opportunities for all students
In our commitment to equity and inclusion, we believe that every student deserves a fair chance to articulate their unique journey, aspirations, and potential. Scaffolding questions level the playing field, providing clear guidance and structure for all applicants, regardless of their background or prior experience with essay writing.
Scaffolding questions offer students a roadmap, breaking them down into manageable parts. By providing specific prompts, students gain clarity on what to address, fostering focus and coherence in their writing. This ensures that each aspect of their experiences and goals is thoughtfully explored and articulated.
Who did we consult?
We engaged with a diverse spectrum of voices, including over 1,200 UK and international students, alongside input from 170 teachers and advisers, and representatives from over 100 universities and colleges. Additionally, we collaborated closely with governmental bodies, regulatory agencies, and charitable organisations across the UK.
To ensure the highest quality, we partnered with an external research agency to rigorously test the new template, guidance, and wording.
The results spoke volumes:
- When surveyed during the research phases of the proposed personal statement changes, over half the students UCAS spoke to found completing the three questions "very easy" or "easy".
- Admissions teams said it made it easier for them to assess applications and more confident that they will receive the information they need to make decisions.
- Applicants who don't have school support - for instance, mature students - will find it easier to complete their personal statement successfully. This will even the playing field for widening participation, ensuring consistency across all personal statements no matter what level of support students have access to.
- Most advisers preferred the new format and said it would enable students to provide more complete and detailed statements, with the majority of advisers surveyed as part of the research stating they were "very confident" or "extremely confident" that the questions clearly convey what is needed for each answer.
Top tip
Students can use the 4,000 character count limit across all answers in any way they choose, and the amount they write for each question can vary depending on their chosen course or experience.
It is our responsibility - where we can - to remove barriers, both real and perceived, which might prevent those who want to pursue a university education from doing so.
What are students expected to include in their answers?
The three new questions will enable students to talk about why they're interested in the course they're applying to, linking their academic and extra-curricular experience to their chosen course. The personal statement is an opportunity for students to show admissions staff evidence that they're passionate, curious and knowledgeable about the subject area they're looking to study further and have the relevant skills and potential to be a great student who has a genuine interest in the subject and a desire to learn more. Students may feel an example could fit into more than one section — there's no right or wrong section to include something in, the important thing is to explain why they're including it and what they've learned from it.
It's important to note that any examples given by UCAS are merely guidance, and not everything suggested needs to be included in every personal statement. Requirements may differ for each university or college, as well as depending heavily on the course.
Top tip
Advise students not to waste characters on listing qualifications and subjects. Focus on giving examples depth and context in relation to students' chosen courses. Try the PEEL Method - Point, Evidence, Explain, Link.
Question 1: Why do you want to study this course or subject?
This is the opportunity for students to showcase their passion, curiosity, interest, and knowledge of their chosen subject area and to demonstrate to universities and colleges why it’s a good fit for them and their future ambitions.
Examples of what they might talk about here are:
- Their motivations for studying this course(s): Have they been inspired by a key role model or moment in their life? Maybe it’s a subject they love and want to pursue further. We’re all driven by something and it’s important for students to talk about how their path has led them to this course or subject area.
- Their knowledge of this subject area and interests: Perhaps there’s a particular subject area they've researched and can’t wait to learn more about, or a book or subject expert doing great things that have sparked their interest? Universities and colleges want to see students have done their research so they can be confident this is something they will enjoy and excel in. This is a great place to highlight super-curricular activities as evidence of curiosity and interest in the subject outside of the classroom.
- Future plans and why this course/subject is a good fit: If they already have a particular profession in mind, they could talk about how they'll use their studies to launch their career. If they don’t, think about what’s important to them and their future, and how the knowledge gained from their chosen course(s) will help them to achieve this.
Here are some more examples for this section:
- Personal life experiences e.g. being a carer, the environment where you grew up or lived, an inspirational friend, colleague or family member, a book you read, a news article or blog/vlog, a YouTube video, a podcast, a show you saw, Subject Spotlights
- Understanding of the area and the qualities you might need to succeed in it – research into the course/area
Question 2: How have your qualifications and studies helped you to prepare for this course or subject?
This is the chance for students to show evidence of the relevant or transferable skills they've gained from their formal education and highlight their understanding of how this will help them succeed in this subject area.
Examples of what they might talk about here are:
- How their studies or training relate to their chosen course(s) or subject area: This could be current or previous studies within a school, college, training provider, or even a short online university course – any form of formal education. The main thing here is to focus on what’s most recent and relevant to their chosen course(s).
- What relevant or transferable skills they have that make them a great candidate: Maybe there are a couple of subjects that have helped them develop a core set of skills required for their chosen course(s). Or, a particular module that helped them understand where their interests and strengths lie.
- Any relevant educational achievements: Universities and colleges will see students' grades elsewhere on their application, so don’t waste time talking about these. Consider accomplishments like winning a school or national competition, serving as a student ambassador or team captain, or landing the lead role in a play.
Here are some more examples for this section:
- Specific modules or topics
- Essays or projects that explore a particular view point or technique
- EPQ – Extended Project Qualification
- School, local, or national competitions e.g. UKMT
- Private lessons and qualifications e.g. music, stage school or sports if relevant to the course
- Tutoring or mentoring
- Online courses leading to a qualification
Question 3: What else have you done to prepare outside of education, and why are these experiences useful?
This is students' chance to talk about any other activities they have undertaken outside of their formal education or personal experiences which further demonstrate their suitability for the course. This section is likely to be highly personal to them and anything they do include should reflect on why they're including it.
Examples of what they might talk about here are:
- Work experience, employment, or volunteering: Whether it’s in-person work experience at their local school or virtual work experience through Springpod, or volunteering at a dog shelter, the key thing here is for them to reflect on their experiences and the skills gained relevant to their chosen course(s).
- Personal life experiences or responsibilities: Is there a situation they've personally overcome that has influenced their decision? Are there responsibilities such as caring for a family member that has helped them develop essential qualities for the course like resilience and empathy?
- Hobbies and any extracurricular or outreach activities: Think sports, reading, community work, summer schools – any activities outside of their studies that help further showcase why they'd make a great student.
- Achievements outside of school or college: This could be a position of responsibility such as captain for their local club, a music, competition they won, or a qualification they've attained outside of the classroom.
Here are some more examples for this section:
- Extra and super-curriculars
- Volunteering
- Personal life experiences e.g. caring for a family member, overcoming a challenge
- Young enterprise
- Work experience
- Job/employment – part-time or full-time
- Work-based learning/CPD
- Shadowing
- Online learning activities e.g. Springpod, MOOCs etc.
- Tutoring
- Trips and visits (online or in person) e.g. Museums, exhibitions, galleries, sites of historic interest, relevant sites connected to your course e.g. magistrate courts for law etc.
- Podcasts, TED talks, documentaries etc.
- Duke of Edinburgh/Duke of York awards
Top tip
Students shouldn't agonise over which section to include information in; the important thing is that it's included as the statement will be reviewed as a whole.
New personal statements: What you need to know
Hear from Sam Sykes, Customer Success Manager, and Carolyn Mindos, Principal Admissions Reform Lead, as they share how and why the personal statement is changing, plus invaluable advice on what students need to include in each new section.We welcome the proposed personal statement reforms. The changes that UCAS plan to implement will make it easier for students to complete their personal statement and the new structure will hopefully increase their confidence in properly understanding what should be included.
Internal training for the new personal statement
This presentation deck has been designed to support you through the changes to the personal statement for the 2026 cycle.
You can copy and paste slides into your own materials and guides to support staff training and CPD.
Supporting students with their personal statements for 2025 entry?
Looking for advice and resources for students applying for 2025 entry? Take a look at our adviser and student guidance.
FAQs for 2026 personal statements
Will the new three personal statement questions be assessed separately by admissions staff?
No; admissions staff will review the three questions as a whole, much like the current long form personal statement.
Are any of the questions more important or weighted more highly?
This very much depends on the university or college the student is applying to, as well as the course they are looking to study. We would recommend checking providers' personal statement guidance and advice on this. For instance, courses like nursing or medicine will lean more heavily on the importance of question three due to the focus on work experience.
What are the new three questions?
1. Why do you want to study this course or subject?
2. How has your formal education or academic learning helped you to prepare for this course or subject?
3. What else have you done to prepare outside of formal education, and why are these experiences useful?
Does each answer have to be the same length?
The 4,000 characters can be used across all the questions in whatever way works best for your student - as long as they hit the minimum character count, they can absolutely write more in one section than another depending on what's more important for them and the course they're applying for.
When are personal statements changing?
Students applying for 2026 entry will be the first to complete the new format of personal statements.
What if students are applying for dual honours or multiple courses?
TBC answer
...this looks great. What I really like is the regular reassurance that applicants (and by association us as advisors) really don't need to agonise over whether something should be in section 1 or section 2 and that the statement is reviewed as a whole.