Handling students’ anxieties about sharing their personal circumstances in the UCAS application

“I was worried that it could impact my offers.”

“I was concerned that it would be the reason I received offers rather than my academic ability.”

“I was worried it would limit my chances of being accepted – they’d think I wasn’t capable.”

When UCAS surveys applicants from under-represented groups, we ask them how they feel about sharing their circumstances. This is a small sample of their comments.

While the number of applicants sharing support needs increases each year, lingering anxieties and misconceptions mean there are still many who choose not to. As UCAS enables applicants to share even more circumstances, it is important we work together to reassure and inform young people about how this information is used.

Here are some common misconceptions – and how you can tackle them:

Misconception 1: “I thought universities would deny me an offer because I was a care kid and think I wasn’t smart enough.”

How to reassure students who are worried there will be negative implications:

• Disabled students (including learning differences, mental health conditions and long-term health conditions) are protected from such discrimination by the Equality Act 2012. Practices vary but many admissions departments don’t even see disability information because this is only shared with the disability team.
• Sharing any circumstance won’t affect the applicants’ chances BUT they may be eligible for a contextual offer in recognition of their different journey or the challenges they may have faced.
• Universities and colleges are only interested in an applicant’s potential to succeed – in some cases, applicants’ choices are influenced and informed by their circumstances which can be a positive indication of motivation and interest.

Misconception 2: “I did not see why it was necessary for UCAS to know.”

What to tell students who don’t understand why UCAS asks these questions:

• We invite applicants to share their circumstances so universities can identify who may benefit from support. Previously, they relied on students asking for help … but students didn’t know support was available … so they didn’t ask or it! We’re able to help join these dots.
• This information may also be used to make contextual offers where available.
• The Equality Act entitles disabled students to reasonable adjustments to access their course; the information from the UCAS application enables universities and colleges to make adjustments and put support in place. This might include help to attend interviews and open days, as well as transition and on-course support.

Misconception 3: “I had a fear that I would be treated differently or put in counselling and my peers finding out.”

How to help students feel more confident about how their information is shared:

• Information about applicants’ circumstances is handled sensitively – only those responsible for arranging support are told.
• If students want to inform other staff (e.g. academic tutors), the student support team will help with the student’s permission.
• Students are in control of any support – they are involved in discussions about what is available and they are never forced to accept.
• Receiving support doesn’t mean having an unfair advantage – it is there to create equity and enable all students to have an equal chance of success, recognising that some students have a different journey.

Misconception 4: “I’m not officially diagnosed and I didn’t know if the university would be able to provide support.”

How to explain that a diagnosis or evidence is not always needed

• UCAS does not ask applicants to provide evidence when sharing their support needs. There is a diversity of support available in HE and evidence isn’t necessary to access much of it.
• Evidence will be needed for some types of support (usually where there is a financial aspect) – the university or college will explain what they need. Disabled students will need to provide evidence to access the Disabled Students’ Allowance (DSA).
• Sharing via UCAS means the university or college can get in touch with more information – it is only the start of the conversation.

Misconception 5: “I felt was a bad note to start university. I later regretted not sharing as it might’ve led to support faster when needed.”

What to advise students who are thinking of delaying when they share:

• Students can tell the university or college directly later on but if they leave it too late or wait until the course starts, they might not be able to access the full range of support or experience considerable delays.
• It is completely fine to share and choose not to use the support – if they later change their mind or circumstances change (Covid is a good example!), it’s there as a safety net.
• When you’re still making friends and settling in, you don’t always have access to your established support network. Having support in place means there is a supportive expert team to fall back on.

We are always delighted to hear from applicants who feel comfortable sharing their support needs – hopefully these examples will help your students feel more confident

“I don’t feel it is something to be ashamed of and I am proud of my achievements given my extra responsibilities.”

“… I was reassured that this would not affect my application, it would instead open doors to support and understanding from universities and the application process.”

“I knew that this information would be confidential and treated with respect.”

Also – don’t forget to signpost students to the individual needs page on ucas.com to find out about support and sharing across a wide range of circumstances, and follow us on social media for student case studies and top tips. For advisers, our individual needs toolkits give practical tips so you can help them throughout their UCAS journey.