Why Decline My Place matters
Decline My Place (DMP) is often described as a single click – a moment when a student decides to walk away from a confirmed place. Our 2025 research shows that, in reality, that click sits at the end of a longer story.
In 2025, 6.3% of all applicants used Decline My Place, and 37.1% of those placed through Clearing had used DMP before finding their place∗. It is a small but significant behaviour that shapes who reaches Clearing, when they arrive, and what kind of support they’re looking for.
This article explores two parts of that story: when students make their decisions and who is involved in helping them reach it – and what this means for your Clearing communications.
∗Clearing Patterns 28 days after Level 3 results day: Decline My Place
1. Timing: The wobble window isn’t random
The research shows clearly that many students begin rethinking their plans long before results day.
Among firm choice decliners, around half started thinking about applying elsewhere during the summer, for school/college leavers, this coincided with exams and coursework being out of the way, and 60% made their decision before results day. With space to reflect, the reality of location, cost, course fit, and day-to-day life begins to surface.
By contrast, the timing looks very different for those declining insurance choices or a course-change offer. Their decisions are more tightly tied to results day itself, as circumstances shift:
- Insurance choice decliners: many only decided to decline their offer when their circumstances changed and they realised they had not secured a place at their firm choice university.
- Course-change decliners: these students respond to an alternative course often offered on the day and must react to their altered plans.
These patterns show that Decline My Place does not follow a single timeline.
There is a longer wobble window for firm choice decliners – and a compressed, high-stakes moment for many insurance and course-change decliners.
Both require different kinds of communication support.
2. Influence: Once summer begins, that structure slips for some students
During term-time, school/college students have regular contact with teachers, tutors and advisers. Once summer begins, that structure disappears – and with it, the formal guidance these students often rely on.
Across the qualitative research, students described turning to parents, siblings, and close family friends when deciding whether to stay with their original choice or decline it. These voices become central sounding boards.
A few described the process in their own words:
I spoke a lot to my brothers… They told me to do what I think I’d enjoy most. That helped me feel more confident.
I had a lot of support from my mum.
Family influence doesn’t replace professional guidance – but it does shape how options are interpreted, especially when decisions are made quickly.
This also matters for widening participation students, who may have fewer people with direct HE experience within their networks.
3. What this means for your communications
The Decline My Place findings point to several practical opportunities for summer and pre-Clearing communication.
Acknowledge that decisions aren’t made alone
Messages may be forwarded or discussed at home with parents, partners or other family members. Keep language clear, avoid jargon, and anticipate the questions family members will ask.
Make routes to impartial advice visible
Signpost consistently to trusted sources of information – including careers advice, finance guidance, and student support.
Normalise uncertainty and explain options clearly
Students told us that doubts often build gradually. Acknowledging this in your tone can make it easier for them to raise questions early, rather than silently stepping away.
Support students who may have less access to informed advice
Acknowledge that some applicants, particularly those with smaller support networks, may not have anyone to sense-check decisions with. Clear, early, and human communication from providers helps level the playing field.
4. Next steps and how UCAS can help universities and colleges
If you’d like to explore the full Decline My Place findings, you can:
Contact your account manager to talk through how these patterns show up in your own applicant pipeline: educationservices@ucas.ac.uk
Next steps
- Review your summer journey: Map where students may need reassurance, clearer information, or more visible routes to advice.
- Check parent-facing content: Ensure pages, FAQs, and emails speak to the role family members play.
These insights don’t just explain why students decline – they show where support and clarity can make a real difference.