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with Gary Robinson from the University of Chester

with Irene Legunsen from Anglia Ruskin University

with Rob Nice from the University for the Creative Arts

with Dr Joe Hazzam from the University of Staffordshire

with Claire Carr from the University of Hull

with Ben Woodrow-Hirst from the University of Staffordshire

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Helping form a more complete picture of an applicant’s individual characteristics.

This is for staff working in universities and colleges. It outlines the common challenges for students who are care experienced (CE) and provides examples of good practice found around the UK to improve access to and success in higher education (HE).

This briefing is for staff working in universities and colleges, supporting the introduction of the new UCAS flag to identify applicants who are refugees, asylum seekers, and those with limited leave to remain in the UK. We have worked with STAR Network, Refugee Education UK and We Belong to outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify students from UK Armed Forces families, from 2023 entry. We have worked with the Service Children’s Progression (SCiP) Alliance and the Ministry of Defence to outline the common challenges for these students, share good practice around the UK, and provide considerations ahead of the new question.

This briefing is for staff working in universities and colleges. Here, we outline common challenges for students who participated in widening participation (WP) and outreach activities, and share examples of good practice being done around the UK to improve access to and success in higher education.

This briefing is for staff working in universities and colleges to support the introduction of the new UCAS flag to identify students with parenting responsibilities from 2023 entry. Here, we outline the common challenges for these students, share good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

For disabled students and those with special educational needs, there may be additional factors to take into account as they plan their future career pathways.

In its latest report in the Next Steps series, UCAS, with support from the Carers Trust, uses brand new insight collected from the new set of widening participation questions on the UCAS application to examine the educational experiences of young adult carers.

View the advanced practitioner tips from our online International Teachers' and Advisers' Conference.

Our best advice: start your research early. Alongside your research into courses and universities, you may also need to take your individual support needs into account when making your choices.

As an international student, the process of getting work might be different to what you’re used to at home. There are additional rules and limitations that overseas students need to bear in mind to comply with the conditions of your visa while working.

Professor and AI and education thought leader Rose Luckin offers a clear framework to understand AI’s

Some universities require students to sit an admissions test as part of the application process. The

Today marks the final UCAS 2021 End of Cycle release, with new data breaking down individual university

A record number of 18-year-olds applied to study nursing in England in 2021, with the COVID pandemic