The UCAS Personal Statement has been phased out for the 2026 Admissions Cycle. It has been replaced by three separate questions, each answered in a separate text box. The total character length will remain the same across the set but split into three boxes. The change is limited and subtle, as in many respects, the three boxes represent the three different strands of any compelling Personal Statement. Moreover, the structure and scaffolding provided by the questions allow you to focus on what makes you the right fit for the courses and institutions to which you are applying. We’ll take you through what makes for a compelling set of responses to these questions that can support you in putting forward a strong application.
Question 1: Why do you want to study this course or subject?
This is an opportunity for you to state clearly what the subject in question is that gets you up in the morning. On the assumption you have done some research about what the course involves (and you should), you will be able to link something in your experience to an aspect of the course itself. Moreover, you will be able to identify with confidence what you intend to do with the degree once it’s been awarded. In the case of Medicine and Law, that is a straightforward statement of professional ambition; for single honours degrees such as History or Physics, it will be more a question of setting out a general skills-based ambition or an aspiration to use those skills and content in a professional field. Note that less is more here; it is far better to explain what you learned from one thing than to provide a long and unexplained list of things you have done and seen.
Example:
My desire to study history at university has come from the connections between my three A Level subjects: French, History, and English Literature. In my case, the study of Absolutist France under Louis XIV has been complemented by our lessons on French theatre at the Palace of Versailles and by the literary analysis we have undertaken in English. Moliere’s plays acquire greater depth by reference to the historical context; the claims to power made by Louis XIV as an ‘absolute’ monarch were both supported and undermined by the play in performance. It has been genuinely thrilling to bring political history to bear on literary study, as I did in a piece of work on Shelley’s ‘Masque of Anarchy’, which criticised the Liverpool government in the aftermath of the 1819 Peterloo Massacre. The range and depth of History is one its attractions; as a subject, it can range from demographic studies of class-based movements to the exploration of physical artefacts. Sometimes, the evidence is surprising; I was astonished to learn at GCSE that the Hitler Diaries were proven to be false because the paper on which they had been written was made in the DDR in the 1950s. History requires that level of granular detail and skill – even with unexpected elements – and that is what gives the subject its thrill and challenge. The skill of careful evidenced argument is crucial in historical study and would stand me in good stead for a number of professional careers thereafter. Although I am unsure as to what I wish to pursue next, the range of skills and opportunities afforded by a history degree makes it very attractive to me.
Question 2: How have your qualifications and studies helped you to prepare for this course or subject?
This is a brilliant opportunity for you to identify and discuss the connections between your academic subjects and to link them to the course you wish to pursue. In most cases, you’ll need to explicitly state what content crossovers there are between your courses and what skills or approach commonalities exist as well. Importantly, this needs to be an exercise in ‘Show, Don’t Tell’; one proper connection that cuts across your academic subjects is always more impressive than a list. You’ll probably need to draw up some kind of Venn Diagram to plan but don’t be afraid to start out with some unexpected links or claims. Often, your A Level PIs or your IB EEs and IAs provide opportunities to discuss these links and connections effectively. Similarly, the skills you have shown in research and evaluation will be easily showcased here. Argue from the particular to the general; find something small or unexpected, and then build outwards from this issue to make the link to how your qualifications make you a compelling candidate.
Example:
I enjoy the challenge of using the laws of physics, complemented with mathematical backing, in the context of everyday life, which helps me visualize and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest in robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship, I educated young teenagers on a more fundamental stage of building and programming, particularly when we worked on building a small robot and programmed the infrared sensor to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.
Question 3: What else have you done to prepare outside of education, and why are these experiences useful?
This is the opportunity for you to talk extensively about how you see the subject in the world around you. It’s the place for you to discuss your work experience, internships, trips, expeditions, etc., but what matters is not what (or indeed how much) you have done but rather what you learned from it. If you have studied abroad, worked in a café, or done a French exchange, make sure you link it to why it makes you a strong candidate for university. One properly explained experience, book, podcast or day in an office will always be the most effective tool here. If you’re applying for a niche course, make sure you find the terms used on university websites to align your application with what they are looking for; if it is a more general course, link to the flexibility and range of the material you are discussing. Make sure you refer to the softer skills, such as flexibility, resilience, reflectiveness and cooperation, all of which will be high on admissions tutors’ minds as they assess your application.
Example:
Finance is often seen as a mix of science, maths and art; in that sense, although finance draws enormous power from data insight, human beings are central to making organisations function effectively. People must be treated with dignity if financial institutions are to benefit society, and I have seen first-hand in a Birmingham foodbank about the social consequences of unemployment and hardship. Decisions based on data are still made by humans, and innovation and risk-taking come from human insight and unexpected collaboration. As a football player, I have learned the importance of building effective relationships to lead change and to promote calculated risk-taking. I hope to participate in these activities at the university. Progress in business is often driven by innovation within SMEs and startups, and I have read about the implementation of innovation accounting, by which an organisation’s achievements are measured with reference to customers and the experience of one’s colleagues. There is, therefore, a balance that must be struck between data orientation and the treatment of human beings with dignity. I believe that an undergraduate degree in finance will enable me to bring these two strands together effectively to lead and manage effectively within the financial sector.
The whole point of the reforms to the UCAS statement was to allow greater structure for students who are unfamiliar with writing about themselves in a reflective and academic fashion. Take the lead from the questions, and make sure that you link what you’ve done to how this makes you the right person for them to make an offer. You can make yourself compelling by providing clear and specific examples of what you have learned and how you did so. The questions still require planning and drafting, but the length of the statement is no longer a challenge as it used to be. Enjoy writing them!
