Supporting care experienced students

This page was created in partnership with the National Network for the Education of Care Leavers (NNECL) the Care Leavers' Covenant, Become, and Who Cares? Scotland.

UCAS tools and resources for supporting care experienced applicants

Online training module 

For anyone supporting a care experienced person with their UCAS application, this free training module can be found on the UCAS Professional Development Platform. This resource accompanies the toolkit below and takes you through the different stages of the application – from the research phase to transition, offering practical tips and resources.

Sign in or register to take the module and explore our other training resources for teachers and advisers – this is free to use and you do not need to be a registered centre to access it.

Step-by-step guide for non-specialists

Unlike the toolkit below, this back-to-basics guide assumes knowledge of the UCAS application process, making it ideal for virtual schools, local authority teams, foster carers, pastoral and support staff, and new practitioners. 

It's been designed to help those trusted adults who are helping a young person make choices about their next steps and make their UCAS application – from the discovery stage through to transition. 

Alongside the basic information, you will find guidance specifically dedicated to support care experienced applicants throughout to ensure they have the information they need at the right time.

Read the Step-by-step guide to supporting care experienced students through the UCAS process.

PEPs action checklist 

For anyone supporting a young person’s Personal Education Plan (PEP), this guide suggests professional actions as they make their career and education choices – from Year 8 through to post-16 study. 

Read the PEPs action checklist.

Pre-application and research phase

Forward planning is extremely important for care experienced students to ensure they get the appropriate funding and support as early as possible. Remind students to discuss plans with their support worker as part of their pathway plan, as they are entitled to help with making these from their local authority.   

Communication with students and their supporters

• Identify students with experience of being in care and let them know that support is available to help them go to university or college. UCAS’ information and advice is a good starting point, and the EaCES Guide is written by care experienced and estranged students to help those in a similar situation considering university.
• The pastoral team in your school or college may be able to help, either by helping you identify which students might benefit from support, or by helping with the conversations if they already have a trusted relationship with those students – direct them to our Step-by-step guide to help with these conversations.
• It's a good idea to engage with supporters (e.g. foster carers and virtual schools) to make sure they know support and funding is available, and to signpost expert information and advice if needed.
• Make sure that support for individual needs is referenced in any presentation or materials about higher education and the application. Our pages for care experienced students are a good starting point.
• If you or the local authority are helping with the students’ Personal Education Plan (PEP) – our PEPs action checklist may be a useful resource.
• Check if the university has a named contact for care experienced students and encourage the student to get in touch – they can answer any questions and give more information, even if they decide not to apply there.

Supporting students to research their options

• Signpost students to Become’s Propel website which shows what support each university or college offers to care experienced students and gives a named contact. Encourage students to get in touch to find out about the support they offer. Become’s ‘Helping you reach higher' factsheet outlines the support students are entitled to at all stages.
• The NNECL Quality Mark is awarded to universities and colleges demonstrating effective support for care experienced students from pre-application through to graduation.
• Contact widening participation/outreach teams at local universities and colleges – students can get support with research, writing their personal statement, and making an application.  
• In Scotland, make sure students are aware of articulation and that they could be eligible to enter university directly into the second or third year after studying at college - contact the university to see if they offer this option and check this guide to articulation for care experienced students from Who Cares? Scotland.
• If you are based in Wales, you can find a wealth of resources to help you support applicants on the CLASS Cymru website.
• Information and advice for care experienced students considering an apprenticeship: Written in collaboration with a number of expert organisations (including Become, NNECL, Care Leaver’s Covenant and the Rees Foundation) – we address the key considerations for care experienced apprentices.

Think about practical matters early

• Care leavers may be eligible for an annual bursary from the local authority, and they should also check for other grants and financial support – read more. In Scotland, direct students to the SAAS website for information.  
• Remind students to discuss their plans with their support worker (usually their social worker or personal adviser) as part of their Pathway Plan, and anyone else who supports them (e.g. foster carer).  
• Direct students to the Care Leaver Offer website to see what support they can expect from their local authority and compare this to what’s available elsewhere in the UK.
• Applicants who are considered a 'care leaver' by the Student Loans Company (those who have been in local authority care for at least three months between their 16th birthday and the start of their studies) can apply for student finance as an independent student. All details can be found on our guide to student funding for care-experienced students.

When they’re applying

Completing the UCAS application

• Care experienced students may be more likely to experience difficulties with their mental health and wellbeing, so ensure they're aware of what support is available and how to access it. Encourage and support students to share a mental health condition in the UCAS application, where relevant.
• Use the reference to highlight anything which may have affected a student’s attainment or performance (e.g. disruption as a result of changing school or placement).
• If the student feels comfortable to do so, they can use the personal statement to highlight their skills, strengths and characteristics – including any challenges they've experienced, to show their resilience. This blog article from Become offers useful advice.
• Make sure students know the key dates (including any internal deadlines) and check in with them in advance to ensure they are on track.

Making their final choices

• Encourage aspirational choices – care experienced students may be considered for contextualised offers.
• In Scotland, care experienced applicants are guaranteed an offer at their chosen Scottish university if they meet the minimum entry requirements. For more information, see a guide to minimum entry requirements from Universities Scotland and a guide to the guaranteed offer from Who Cares? Scotland.

Post-application and offers

• Check students can attend open days and interviews – they may be able to access support from the local authority to help with any costs. Sometimes the university or college can help too.  
• Check they know how to apply for student finance (including Disabled Students’ Allowance where relevant) and understand how repayments work. Care leavers can apply as independent students giving them access to the maximum maintenance support.
• Make sure any financial support they can receive from their local authority is confirmed in writing and they have a copy of this document when they start university or college.
• Ensure they've checked their eligibility for other financial support, including bursaries and scholarships, and help them to apply in good time.
• Remind students to apply early for accommodation, especially if they need to stay over holiday periods. Many universities and colleges offer 365-day accommodation for care experienced students or financial support to help with extra costs, so they should check what is available. Many universities can also support with deposits and guarantor requirements and some offer support packages that include accommodation.
• If the student is not planning to move away, they should speak to their local authority about access to suitable housing.  
• Remind students to update their contact details if they move after submitting their application. 

During Confirmation and Clearing

If the student is using Clearing to find an alternative place, advise them to speak to the university or college about their support needs before making any decision. For example, it may be hard to secure year-round accommodation in Clearing – if this is needed, the student should contact the university or college.

Preparing for the transition to university or college

• Encourage them to plan what they need to buy and find out what is provided – both for their accommodation and their study. Some universities and colleges offer starter packs to care experienced students.
• Check they have spoken to their support worker to plan how they will make the move to university or college (e.g. travel arrangements and bags/boxes to carry their belongings).  
• Make sure students have started thinking about budgeting – read more information and advice. They should also check their bank details and course choice are correct on their student finance application to avoid any delays with their payments.
• Prepare them for independent living – they may need help to get up to speed with skills such as cooking.
• Make sure they know who to contact if they have any questions or problems when they arrive.
• For students living away from home, Leapskills from Unite Students is designed to help young people prepare for the transition.
• Students can make contact with other care experienced students through the All of Us community through Unite Foundation.
• Read the Charlie Waller student guide for care leavers making the transition to university.
• Try to find some time to keep in touch to see how they're getting on once they've started their course.

Further support and resources

• Information and advice for care experienced students on ucas.com
• Propel from Become – the higher education website for care experienced students. They also have an excellent guide for teachers, parents and carers and a guide for young people making their education choices
• The National Network for the Education of Care Leavers (NNECL) – resources advisers may find useful and runs the NNECL Quality Mark in universities and colleges.
• The EaCES Handbook – written by estranged and care experienced students to bring together information and advice to help others – including their own experiences and practical tips.
• Who Cares? Scotland – offers guidance to care experienced young people in Scotland.
• The Rees Foundation offers financial assistance and general support, guidance and signposting to other useful sources of information for care experienced people, along with online Let's Connect sessions for them to meet virtually. 
• CLASS Cymru is made up of universities, colleges, social services, and charities across Wales, to support care experienced students applying to higher and further education.
• The Unite Foundation offers scholarships for care experienced students, and hosts an online community All of Us.
• Pathways to University from Care – a project exploring the barriers for care experienced students and how they can be overcome – includes short videos and case studies to share with students.