As students submit university applications using the new, question-based UCAS personal statement, the majority of teachers believe the changes have made the process better for young people, according to new survey findings.
Nearly two-thirds (65%) of teachers in England who were aware of the changes to the UCAS personal statement said the new format has improved how students apply to university or college, with just 8% disagreeing.
The new format has come into effect for students applying to start their studies in 2026. The old free-text box has been replaced with three structured questions, with applicants asked to answer why they want to study the course or subject, about their preparedness for study, and other relevant experience they may have outside of school.
The new questions were introduced with the aim of ensuring students from all backgrounds better understand the key information universities and colleges want to know about them when making admissions decisions.
Findings from the survey, carried out by Teacher Tapp, showed the changes have been particularly welcomed in schools with the most disadvantaged intake (FSM Quintile 4), where 73% of teachers said it has improved the application process for students compared to 61% in the most advantaged schools (FSM Quintile 1).
The personal statement is formative for most students, as for many it is the first time they have written about themselves in this way. When developing the questions, UCAS research showed that it often helps students realise whether they really do or don’t want to study a course or subject.
In their responses to Teacher Tapp, teachers who agreed the new format had improved the application process for students pointed to four main benefits, noting the reforms had made it:
- Clearer focus for students: The new format guides students to include relevant, subject-specific content, helping them overcome writer’s block and avoid generic statements.
- Lower in stress and workload: Shorter, structured questions make the process more manageable for students and reduce redrafting time for both students and staff.
- Fairer and more accessible: The changes support equity by shifting emphasis from writing skills to personal relevance, benefiting students with less support or from disadvantaged backgrounds.
- Better use for universities: Structured questions make it easier for admissions tutors to compare applicants.
In a written response, one teacher in middle leadership said: “[The new format] allows students to think about what they need to say in a more structured way. It is less likely to be written for them or overly tweaked by an adult. It gives a fairer platform for all types of backgrounds.”
A teacher in senior leadership said the structured questions “seemed to be less stressful for students” while another responded that the framework “offers a continuity of answer, making it easier for universities to discern which students they feel would be a better fit”.
Dr Jo Saxton CBE, UCAS Chief Executive, said:
"UCAS has an important role to play when it comes to breaking down barriers that might be getting in the way of young people wanting to go to university, especially those from disadvantaged backgrounds. It was clear from my time as a school leader and as a parent how daunting the free-text personal statement could feel to students. By moving to three structured questions, every student has the same framework to express their ambitions, while also making sure universities and colleges get the key information they need too.
"UCAS spoke to thousands of teachers and students as part of a wide-ranging consultation to explore the value of the personal statement and how it could be improved. I’m delighted to see the majority of teachers have welcomed the changes for their students and say it’s creating a level playing, giving every applicant the same opportunity to succeed."
Mel Kersey, Head of Sixth Form, Sprowston Community Academy, part of the Broad Horizons Education Trust, said:
“The new format for personal statements has made it so much easier for students to navigate through the process. Separating the statement into three questions has made it simpler and has given students much more clarity on what to include. Students definitely had more confidence when attempting the dreaded first draft. This means we’ve been able to spend more time helping those who may have struggled before, making sure nothing gets in the way of their future success."
Gemma Driver, Head of Sixth Form, Astrea Academy Sheffield, said:
“The updated approach to personal statements is a welcome change. The design of the questions has ensured our students build apt and effective personal statements. As an academic sixth form, we are driven to ensure our students, largely from backgrounds underrepresented at competitive destinations, are able to produce compelling personal statements within the character count.
“The changes very much reflect the guidance advocated by organisations, such as the Elephant Group and Causeway Education, that have effectively sought to widen participation for groups underrepresented in top universities.”
Jo Paddock, Executive Headteacher, E-ACT North Birmingham Academy, said:
“The new personal statement format is an extremely positive step forward for our students, providing greater clarity and allowing the information that they are providing to support their application to be more structured whilst keeping it concise.
“For many of our students, who come from disadvantaged backgrounds, the guidance now provided brings consistency and fairness. It gives all applicants — regardless of background — a clearer understanding of what admissions tutors are looking for.
“At our academy, we offer students a wide range of opportunities and support them in gaining experiences outside of school. The third section of the new format gives them the perfect opportunity to showcase those wider experiences and the qualities they’ve developed as a result.”
ENDS
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UCAS
UCAS, the Universities and Colleges Admissions Service, is an independent charity, and the UK's shared admissions service for higher education.
UCAS’ services support young people making post-18 choices, as well as mature learners, by providing information, advice, and guidance to inspire and facilitate educational progression to university, college, or an apprenticeship.
UCAS manages almost three million applications, from around 700,000 people each year, for full-time undergraduate courses at over 380 universities and colleges across the UK.