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• UCAS Personal Statements Are Changing in 2025

Last Updated: 16th January 2023

Author: Matthew Amalfitano-Stroud

Table of Contents

It was announced by UCAS in January of 2023 that traditional Personal Statements will be removed from the university application process in the UK. 

Since 1993, UCAS has required university applicants in the UK to submit a 4,000-character Personal Statement during the application process, which would then be accessed by university admissions teams to assist in the shortlisting process. 

However, it has been confirmed by UCAS that this process will be changing as soon as 2025. Here, we dissect the announcement, discuss what we currently know about this change and explain how this could affect your university application. Let’s begin:  

In short, this is what you need to know:

• UCAS Personal Statements are being replaced by a multi-question survey that gives applicants the chance to explain various aspects of their application.
• This change could be implemented as early as the 2025 admissions cycle for 2026 Entry in the UK.
• This will affect all applicants, both home and internationals, looking to attend a UK university in 2026 and beyond.
• Students will need to learn how to take on these new questions rather than traditional Personal Statement writing.
• Teachers will need to be prepared to do research on this new system and provide support for students in order to maximise their chances of success.
• We at UniAdmissions are keeping a very close eye on the situation and will update this guide as new information surfaces. We will also ensure that our support systems are up-to-date and effective at helping students through these changes.

What are Personal Statements Being Replaced with?

With the announcement that the current system for UCAS Personal Statements will be getting replaced, it is only natural to be asking what will be replacing it. Thankfully, we have already been given some idea of what to expect. 

Unlike the other major shake-up to the 2024 admission process, the removal of various admissions tests including the BMAT , the official announcement has provided us with an explanation of what UCAS is seeking to implement instead of traditional Personal Statements. 

Put simply, the current format of providing a 4,000-character piece of writing will be replaced with a series of specific questions which applicants must answer. These questions will still allow you to write your answers out, but you will be answering set questions instead of having to plan and structure a full statement from scratch. 

The specifics of this system have not been announced yet, including the number of questions and the character limits. We also don’t know what the questions will be yet as they are still being developed. However, we do know the key areas that these questions will focus on (all points are taken directly from the UCAS report): 

• Motivation for Course – Why do you want to study these courses?
• Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
• Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
• Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
• Preparedness for study – What have you done to prepare yourself for student life?
• Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

Of course, this is all subject to change as UCAS is still actively working with universities to determine what they want most from applicants. However, it seems that they are aiming to cover the same ground as traditional Personal Statements while also allowing applicants to discuss more personal factors such as motivation, preference and extenuating circumstances. 

At UniAdmissions, we ensure all of our students receive the most up-to-date support.

At UniAdmissions, we’re working tirelessly to ensure that our tutors, curriculum and resources are ready to get our students through these changes. You can join them today and ensure you get the support you need to make it through the 2024 admissions cycle . 

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When Are UCAS Personal Statements Being Replaced?

The initial announcement stated that these reforms to the Personal Statement system will be introduced in the 2024 admissions cycle for 2025 entry. However, UCAS have since gone back on this and delayed the change to as early as 2025 (for 2026 Entry). However, this change could also occur the following year for 2027 Entry. 

UniAdmissions contacted UCAS directly to confirm if a date had been set for the implementation of the new Personal Statement format. The representative stated the following: 

The current discussion around the Personal Statement changes are to improve the application process for all applicants. At the moment the earliest this change would take place is in the 2026 application cycle. There won't be any changes this year. UCAS Representative

It’s worth mentioning that these plans have been in place for a fair amount of time, with discussions of reforming the application process starting in April 2021. However, this change still won’t be implemented for another year, so applicants applying for 2025 (and potentially 2026) Entry will still need to submit a traditional Personal Statement. 

Why Are UCAS Personal Statements Being Removed?

The announcement of these reforms was made on January 12th 2023 via a blog post on the official HEPI website. This post highlights the amendments being made to the Personal Statement process and the research that was conducted to influence this change.  

Interestingly, the data quoted in this post states that the majority of applicants surveyed were happy with the current Personal Statement process, with 72% feeling positive about it. However, the same survey indicated that 83% of applicants found the process stressful and 79% felt unable to complete theirs without support. This is the data that most likely influenced the changes. 

The post’s writer, Kim Eccleston, states that they are aiming to provide better support for both applicants and universities, creating “a more supportive framework” that allows applicants to write about what the universities need to know in a less restrictive way. It is also stated in a more detailed outline of the announcement that both students and teachers preferred the use of specific questions instead of free-form writing. 

However, a previous post released in November 2022 provides even more insight into the reasoning behind this decision. Based on data featured in HEPI Debate Paper 31 , various industry professionals had commented on the challenges facing applicants of certain background when it comes to the current style of Personal Statement. 

Within the quotes featured here, the traditional UCAS Personal Statement was described as “ambiguous” , “unfair” and “barometers of middle-class privilege” . These comments may potentially be in reference to the current importance of work experience, which can be difficult to obtain without connections in certain industries, as well as additional experiences which may not be available to all applicants.  

Therefore, this new system should presumably reduce the barriers for disadvantaged applicants by shifting focus to each individual’s own interest and abilities within their chosen subjects. 

Other Changes being Made by UCAS

Personal Statements are only one of five key areas being altered by UCAS, as highlighted in the blog post. This is certainly the most significant action taking place, but other changes to the application process include: 

• Academic references are being reformed, moving from a free-text approach to a set of three questions, similar to the Personal Statement reforms.
• The 'Entry Grade Report' will be created, which allows applicants to see grade profiles that have been accepted for courses over a five year period.
• A 'Course Recommendation Tool' is being created to provide applicants with personalised suggestions for courses based on their current grades and preferences.
• A 'Fair Access Programme' is being created to encourage widening access and participation.

Overall, it seems these changes all have the same intent; to level the playing field and make university applications more achievable for everyone. 

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How will this affect my university application?

As previously stated, if you are applying to university this year for 2025 Entry, you will not be affected by these reforms and will need to submit a traditional Personal Statement to UCAS like previous years. 

For applicants applying for 2026/27 Entry and beyond, your application will follow this new process, meaning you won’t have to submit a full Personal Statement but will instead need to answer a series of questions relating to your application and abilities for your chosen course. 

When hearing that the whole process will be changing, this typically instils a feeling of dread as you’ll be treading new ground that no one else has experienced before. However, it’s important to understand that UCAS states these changes are being made for the benefit of both the applicants and the universities. 

As we’ve already discussed, a key part of the reason this change is being implemented is that a high percentage of applicants found writing a traditional Personal Statement stressful, which is counterintuitive to what UCAS is trying to achieve. By providing applicants with a strong framework, in the form of specific questions, this new process should allow more applicants to provide better quality statements for universities. 

This change is also set to be particularly beneficial to those from disadvantaged backgrounds, as the process will allow them to better express their ability regardless of any areas that may be lacking due to factors out of their control. Essentially, the new process should allow more people to stand a better chance of making a good impression despite limitations. 

How Can I Start Preparing?

If you’re starting your preparations early, the main barrier you’ll face at this stage of preparation is not knowing what the questions will be, as they have yet to be announced. There are no resources available currently that cover this system, so you’re going to have to be independent with your preparation here.

Since we have a rough outline of what the questions to focus on, you should still be able to practice your responses. Although they won’t be as relevant any more, it would still be helpful to check out Personal Statement guides and examples as these can help you pin down the language and writing style you use. 

With all this information now available to us, you should be able to get a sense of what to do for your application in the coming years. The initial introduction of this system in 2024 will act as a test of its effectiveness, so elements could be changed in the years following. However, the important thing is that you understand how things are changing from the current system and how you can make the most of the new system. 

If you are applying for university in 2023 for 2024 Entry, you will need to make sure you’re ready to write your Personal Statement. Thankfully, UniAdmissions have plenty of resources to help you through it, including our Ultimate UCAS Personal Statement Guide and our collection of successful Oxbridge Personal Statements . 

If you’re looking for more in-depth support that covers the whole application process for Medicine, Law and Oxbridge courses, them find out how you can enrol in one of our Premium Programmes .  

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UCAS personal statements are changing: here’s what you need to know

Personal statements as we know them are set to become a thing of the past. UCAS has introduced a new process for applications in 2025.

The University and Colleges Admissions Service (UCAS) has introduced a new process for university applications for 2025, meaning that the process will change in 2025 ready for 2026 entrants.

Personal statements have always been an essential part of the university application process. However, UCAS has decided to scrap personal statements in their traditional form. They will now be replaced by a new three-question structure.

You don't need to worry too much if you’re preparing to apply for university right now. This new structure isn’t coming into play until 2025 when students apply for 2026 entry.

What is the new application process?

Currently, to apply to university, you need to write a personal statement which is uploaded to UCAS Hub . Universities you apply to will then read your statement and make their offers from there.

With the new process, things will work a bit differently. You will no longer need to write a detailed personal statement, and will instead need to answer questions related to three key areas.

The key areas are:

• Motivation for course: Why do you want to study the course?
• Preparedness for course: How has your learning thus far helped you to be prepared for your course?
• Preparation through other experiences: What else have you done to help yourself prepare? How and why are these experiences so useful?
• Extenuating circumstances: Is there anything the university needs to know about you? (optional)

These questions will allow you to present yourself in a way that has more structure than the previous version. While the original question list included longer questions on preparedness for study and preferred learning styles, these questions caused confusion due to different teaching and assessment styles. Because of this, they’ve been removed from the potential questions.

Along with this change, teachers' references will also change to allow for more objective comments.

When does this new process start?

This new process will be introduced in 2025 and take effect for 2026 applicants. Those applying in the 2024 or 2025 admissions cycle will still need to write a personal statement for their application in the current format.

This means the new process will be coming in after January 2025 (October 2024, if you are applying to Oxbridge ).

A personalised tool will also launch later this year. This tool will provide applicants with entry-grade reports that will give students a range of the profiles accepted onto similar courses over a five-year period, using UCAS data.

This process was originally supposed to start in 2024 but after ongoing testing, this has been pushed back. It’s unknown whether the new process will be postponed again for the 2026 admissions cycle.

Why is the process changing?

UCAS has decided to change the university application process based on student feedback. This process will now offer greater support for applicants from different academic backgrounds.

UCAS has recently published their own report on current applications, called the Future of Undergraduate Admissions report. This research discovered that, out of 13,000 polled students, as many as 83% found writing a personal statement to be too stressful, while a further 79% found the statement too difficult to write without appropriate support.

Personal statements were not unpopular, however. 72% of students found that personal statements were essential parts of the university application process. Personal statements allowed students to stand out as more than just application numbers and their grades. However, the question format will allow students to continue to stand out from other applicants.

How are teacher references changing?

Teacher references are changing to allow teachers to make more objective comments regarding students. Students can pick current or former academic referees, such as teachers, tutors or head teachers; these referees will then write a full reference about the student's career goals, work experience and predicted grades.

Under the new system, the referee will instead answer three structured questions. In these questions, teachers will include a general statement about the student’s school or college, any extenuating circumstances that could affect the student’s exam performances and any other circumstances the teacher feels the university should be aware of.

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Ucas personal statement reforms ‘fail to level playing field’

Experts say long awaited overhaul is welcome but questions-based approach still leaves some students at more of an advantage.

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“Overdue” changes to Ucas’ personal statement should be welcomed but much more needs to be done to truly “level the playing field” in UK university admissions, according to experts.

The 4,000 character-long statement that allows applicants to demonstrate their skills and experience outside of their formal grades is likely to be  replaced by a series of six structured questions  that focus on areas such as the motivation and preparedness for the course and extenuating circumstances.

Ucas – which has launched a consultation on the proposals – has said the change will create a more “supportive framework” compared to the old system, which was widely seen as  favouring more affluent applicants .

“It’s great that Ucas has finally agreed that the personal statement needs an overhaul, but it’s a pity a little more thought wasn’t put into the proposed replacement questions,” said Steve Jones, professor of higher education at the University of Manchester , who added that he felt there were too many questions and they overlapped too much.

Harriet Dunbar-Morris, dean of learning and teaching at the University of Portsmouth , agreed that “some of the questions cover the same thing from different angles, namely how prepared applicants are, but from different experiences they have had”.

Overall, she said that introducing questions should help applicants structure their answers, which would be helpful for admissions teams when assessing if an applicant had understood what the university offers and whether they are prepared for it.

However, Dr Dunbar-Morris said, she was still concerned that the changes would merely change the structure, as opposed to levelling the playing field, as “some students are able to get more help to better answer the structured questions in the same way as some students were able to get more help to write the original personal statement”.

A proposed question about preferred learning styles has attracted criticism, given its association with research that sought to split students into four different learning groups. Dr Dunbar-Morris said this had long been a “debunked term” and “learning preferences” would be a better way of reflecting the variety of ways universities teach – and what they can offer a student.

Professor Jones has  written  that he understands the intention of this question was more to focus on current debates around hybrid learning, contact hours and continuous assessment.

His colleague at Manchester, Paul Smith, a lecturer in education, said such “potential misunderstandings” could cause confusion in admissions teams and it could take several cycles before it is clear how different interpretations of the questions may influence the process.

Another uncertainty, according to Dr Smith, concerned how Ucas may respond to the possibility that more applicants will use artificial intelligence tools such as ChatGPT to prepare their answers.

Professor Jones said this was “another reason to move away from text-based application narratives, because it’s another way to game the system”.

“Now is the perfect time for Ucas to think afresh about what exactly universities should look for in their applicants,” he added.

“The process can’t continue to be about high-value work experiences and cultural capital indicators because we know how unevenly distributed those things are.”

Dr Dunbar-Morris added she would like to see Ucas respond to questions from the sector over whether applicants will ever be able to write a tailored personal statement for each of the institutions and/or courses they apply to.

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Ucas changes ‘fairer’ for disadvantaged students

Ucas will reframe the personal statement into a series of questions from next year, the Universities and Colleges Admissions Service has announced.

Questions are expected to focus on areas such as an applicant’s motivation for the course they are applying for, as well as their preferred approaches to learning.

Ucas intends to introduce the changes in 2024 for 2025 entry, after consulting with students, teachers, advisers, universities and colleges.

And a union leader has said that the move “feels to be a step towards a simplified, fairer application process”.

Six key areas have been identified for the focus of the questions so far: motivation for the course; preparedness for the course; preparation through other experiences; extenuating circumstances; preparedness for study; preferred learning style. 

Over the past year, Ucas said it has “consulted with 1,200 domestic and international students, over 170 teachers and advisers and over 100 universities and colleges as well as engaging with governments, regulators and the charity sector across the UK”. 

And it says it will continue to engage with the sector to help shape the delivery of the reforms “as we continue to test and validate our proposed questions”.

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Geoff Barton, general secretary of the Association of School and College Leaders, said that, currently, “it can feel as if personal statements favour more advantaged students whose parents have been through the university system, and are therefore better equipped to help their children write it and provide a wide range of experiences that they can cite within it”.

Mr Barton said that the existing system is “badly in need of reform” but warned that “changes will need to balance the need to establish a consistent format with allowing students to express themselves”.

“Breaking down the personal statement into specific questions feels to be a step towards a simplified, fairer application process,” he said. “We will consider the proposals in detail and consult with members before providing feedback.”

A 2022 Ucas survey found that 72 per cent of applicants felt positive about the personal statement, but 83 per cent reported that “the process of writing a personal statement is stressful”, with 79 per cent agreeing that the statement is “difficult to complete without support”.

Ucas has also announced today that it will bring in changes to the academic reference element of the application.

Under the changes, the free text approach will be replaced with three structured questions that will act as a “built-in guide for referees keeping their focus firmly in the areas that providers want to know more about”.

Lee Elliot Major, a professor of social mobility at the University of Exeter, said it was “hugely positive” to see Ucas confirming the move to structured questions. 

He added: “No one should underestimate how important this reform will be in helping to level the playing field in university admissions. I’ve been calling for reform as statements currently add further advantage for middle-class applicants who are often given help in filling in their submissions.

“As we enter an era of increasing competition for the most selective university degree courses, we need more structured and transparent university admissions that are fair and fit for purpose for all.” 

A report published last November by the Higher Education Policy Institute recommended that the personal statement be replaced with a series of short-response questions to address the “unnecessary burden” of the task , which was “contributing to inequalities in higher education access”.

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Ucas to scrap personal statements for student applicants

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Admissions body pitches reforms to make admissions process fairer

Students will no longer have to write an essay-style personal statement in their Ucas applications, after the admissions body announced an overhaul to the process.

Ucas said in a report published 12 January, Future of Undergraduate Admissions, that students would answer a series of questions about their reasons for choosing a course instead of writing a personal statement.

There have been concerns that the personal statements disadvantage students who do not have access to good guidance and support when writing the essays, which some feel could “widen the gap” between applicants.

The change comes after scrutiny from the Department for Education on the admissions process. The DfE carried out a consultation on whether to switch to a system of post-qualification admissions in 2021, although it ultimately decided not to continue with the changes.

Writing in a Higher Education Policy Institute blog on 12 January, Ucas head of strategy and reform Kim Eccleston said that “most students are in favour of personal statements” as it gives them the chance to “demonstrate achievements beyond their grades”.

But more than 80 per cent said they found the process of writing the statement stressful, and 79 per cent said the statement is difficult to complete with no support.

Eccleston said the replacement questions will prompt students to write about six areas, including their motivation and preparation for the course and for studying at a higher level, how other experiences have helped to prepare them for university, any extenuating circumstances and their preferred learning style.

“We believe this will create a more supportive framework which in turn will help guide students through their responses by removing the guesswork, as well as capturing the information universities and colleges have told us they really need to know from applicants when it comes to offer-making,” she said.

Once the questions have been finalised, they will replace the personal statement from 2024-25.

The report also revealed that Ucas will introduce reports showing students the range of grades that have been accepted for their chosen course in the past, and it will replace the free text option for referees to comment on students with a series of questions.

It will try to offer students more personalised guidance on what their post-secondary options are, and will launch an Outreach Connection Service designed to help universities and employers in their efforts to improve access and participation.

Ucas consulted with 1,200 students, more than 170 teachers and advisers, 100 universities and colleges and government representatives when creating the report.

In her blog post, Eccleston stressed that “reform is an evolving process”, and she said that Ucas would “keep engaging with the sector to help us shape the delivery of these reforms”—particularly the changes to the personal statement.

Fri 31 May 2024

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Ucas looking at replacing free form university personal statements with series of questions to boost fairness , ucas is looking at a more 'structured' approach to university personal statements to balance out the unfairness of middle class students receiving extra support from parents, teachers and tutors.

Ucas is looking at replacing open-ended university personal statements with a series of questions to level the playing field between applicants, i can reveal.

The planned shake-up by the university admissions body follows concerns that the current system gives an advantage to middle class students, who often receive support from parents, teachers and tutors when crafting their statements.

Currently, students from across the UK applying for university courses via Ucas complete a 4,000-character personal statement.

The process is designed to allow students to sell themselves to admissions tutors by conveying their suitability for their chosen course.

Last month, the higher education minister Michelle Donelan said she believed that “personal statements in their current form favour the most advantaged students and do a disservice to those whose strengths are better tested through other means” . Ms Donelan said that the UK Government was working with Ucas to “reform” the process.

Now, i can reveal that Ucas is looking at a more “structured” approach where applicants would be prompted to talk about certain things.

Clare Marchant, the chief executive of Ucas, said: “Personal statements are a key part of over two million applications each year for students to say why they are a good fit for their chosen course. Many employers will also ask for a form of personal statement when applying for an apprenticeship.”

Ms Marchant said that when Ucas asked students for their views, they made clear they valued “the opportunity the personal statement gives them to express their ambition, skills and experiences”.

But she went on: “We want to simplify the process though, offer greater guidance, and help students from all backgrounds have an equal level of support”.

“We are working with students, teachers, and admissions professionals in universities and colleges to consider what changes might improve both the supporting tools and the statement itself.

“Along with more support, we will consider moving away from the current free text box personal statement to a more structured statement with focused questions to help guide students more explicitly.”

More from Education

Ms Marchant said it would be “critical” to get a “balance between free text and structure” because “we do not want to limit opportunity for people to personalise their statement”.

“It is also important to remember that the personal statement is only one of a variety of pieces of evidence that admissions teams look at when considering a student’s application,” she added.

The news was welcomed as a “step in the right direction” by Lee Elliot Major , a professor of social mobility at the University of Exeter, who has called for personal statements to be reformed or scrapped altogether.

Professor Elliot Major said that university admissions had to be seen from the perspective of a “candidate who comes to this who doesn’t have all that experience from their parents, teachers and tutors – is it fair for them?”.

“We still need to do a lot of work to make it fair for applicants that don’t have all that knowledge you need to navigate this quite complex admissions system that we have.”

Reforming the process could help reduce plagiarism and cases where students effectively enlist an adult to write their statement, he said.

“The idea of structured questions means there’s less room for manipulation, gaming and indeed cheating in this process.”

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Changes to the UCAS Personal Statement in 2024

This month has brought the news that, as of 2024, UCAS is no longer going to require applicants to write a personal statement when applying for university.

***Please note this information is outdated; for more information please see our latest blog post here. ***

For years, the ucas personal statement has been a thorn in the side of applicants to uk universities everywhere - requiring students to spend the best part of several months reading, planning, and writing their magnum opus to impress their chosen universities. this month has brought the news that, as of 2024, ucas is no longer going to require applicants to write a personal statement when applying for university. in this blog, we’re going to take you through why this change is happening, how the personal statement’s going to be replaced, and how this is likely to affect you as an applicant..

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Why the change?

This change has been made in light of arguments by some that the existing personal statement system affords an advantage to more privileged students who have greater access to expert guidance and advice. with students from a greater variety of backgrounds attending university at a higher and higher rate every year, ucas have felt the need to reform the application process with the aim of widening access for all students, irrespective of their knowledge regarding the application process or whether they know someone who has made a successful application before. as reported by the times, ucas consulted with 1,200 students, 170 teachers, and over 100 universities and colleges before making these reforms, meaning that the new system is designed with not just universities but also applicants in mind, hopefully meaning that it suits the students applying as much as fitting the universities’ requirements., what is replacing the personal statement, as of 2024, rather than having an open response box in which to fill in their own, self-constructed personal statement of 4,000 characters, students will instead be asked to respond to a series of structured questions which focus on six key areas:, motivation for the course - why do you want to study these courses, preparedness for the course - how has your learning so far helped you to be ready to succeed on these courses, preparation through other experience - what else have you done to help you prepare, and why are these experiences useful, extenuating circumstances - is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context, preparedness for study - what have you done to prepare yourself for student life, preferred learning styles - which learning and assessment style best suit you, and how do your course choices match that, what does this mean for my application, in real terms, this shouldn’t change your personal statement process too much - in essence, the new system effectively de-constructs your personal statement so that it’s clearer what you should reflect upon and how to structure your answers. most of these questions focus around topics that you’re likely to be answering in your personal statement anyway, so there’s no need to go and completely scrap everything you’ve been thinking of already, private consultation.

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UCAS set to replace personal statements from 2024

13th January 2023

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The university application landscape seems set for reform according to reports this morning. UCAS wants to replace a unified personal statement with a series of six questions. Admissions service are also making changes to teacher references, and plans to release details of grade profiles that were accepted onto specific courses. The changes may arrive for the cohort applying in the autumn of 2024.

This might be worth a read:

Five steps UCAS is taking to reform the undergraduate admissions process

The newly published UCAS report is available here

Initial reaction from Geoff Barton here

‘Breaking down the personal statement into specific questions feels to be a step towards a simplified, fairer application process,’ says @RealGeoffBarton of @ucas_online announcement https://t.co/kwseX9NSZQ — Tes (@tes) January 12, 2023

No doubt a huge amount will be said and written as the consultation process gathers momentum. The six question approach appears rather prescriptive and there will be plenty of discussion I feel about the last question on preferred learning styles!

And in a month when ChatGPT and other emerging AI tools have dominated the education headlines, what price that these AI bots will be able to generate convincing written responses in seconds?

• Higher education

Geoff Riley

Geoff Riley FRSA has been teaching Economics for over thirty years. He has over twenty years experience as Head of Economics at leading schools. He writes extensively and is a contributor and presenter on CPD conferences in the UK and overseas.

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How to Write a Personal Statement That Wows Colleges

← What Is an Application Theme and Why Is It Important?

10 Personal Statement Examples That Work →

  Most of the college applications process is fairly cut and dry. You’ll submit information about your classes and grades, standardized test scores, and various other accomplishments and honors. On much of the application, your accomplishments must speak for themselves. 

The personal statement is different though, and it’s your chance to let your voice be heard. To learn more about the personal statement, how to choose a topic, and how to write one that wows colleges, don’t miss this post.

What is the Personal Statement?

Personal statements are used in both undergraduate and graduate admissions. For undergrad admissions, personal statements are any essays students must write to submit their main application. For example, the Common App Essay and Coalition Application Essay are examples of personal statements. Similarly, the ApplyTexas Essays and University of California Essays are also good examples .

Personal statements in college admissions are generally not school-specific (those are called “supplemental essays”). Instead, they’re sent to a wide range of schools, usually every school you apply to. 

What is the Purpose of the Personal Statement?

The personal statement is generally your opportunity to speak to your unique experiences, qualities, or beliefs that aren’t elsewhere represented on the application. It is a chance to break away from the data that defines you on paper, and provide a glimpse into who you really are. In short, it’s the admissions committee’s chance to get to know the real you.

So, what are colleges looking for in your personal statement? They are looking for something that sets you apart. They are asking themselves: do you write about something truly unique? Do you write about something common, in a new and interesting way? Do you write about an aspect of your application that needed further explanation? All of these are great ways to impress with your personal statement.

Beyond getting to know you, admissions committees are also evaluating your writing skills. Are you able to write clearly and succinctly? Can you tell an engaging story? Writing effectively is an important skill in both college and life, so be sure to also fine-tune your actual writing (grammar and syntax), not just the content of your essay.

Is your personal statement strong enough? Get a free review of your personal statement with CollegeVine’s Peer Essay Review.

How To a Choose A Topic For Your Personal Statement

Most of the time, you’re given a handful of prompts to choose from. Common personal statement prompts include:

• Central aspect of your identity (activity, interest, talent, background)
• Overcoming a failure
• Time you rose to a challenge or showed leadership
• Experience that changed your beliefs
• Problem you’d like to solve
• Subject or idea that captivates you

One of the questions that we hear most often about the personal statement is, “How do I choose what to write about?” For some students, the personal statement prompt triggers an immediate and strong idea. For many more, there is at least initially some uncertainty.

We often encourage students to think less about the exact prompt and more about what aspects of themselves they think are most worthy of highlighting. This is especially helpful if you’re offered a “topic of your choice” prompt, as the best essay topic for you might actually be one you make up!

For students with an interesting story or a defining background, these can serve as the perfect catalyst to shape your approach. For students with a unique voice or different perspective, simple topics written in a new way can be engaging and insightful.

Finally, you need to consider the rest of your application when you choose a topic for your personal statement. If you are returning from a gap year, failed a single class during sophomore year, or participated extensively in something you’re passionate about that isn’t elsewhere on your application, you might attempt to address one of these topics in your statement. After all, the admissions committee wants to get to know you and understand who you really are, and these are all things that will give them a deeper understanding of that.

Still, tons of students have a decent amount of writer’s block when it comes to choosing a topic. This is understandable since the personal statement tends to be considered rather high stakes. To help you get the ball rolling, we recommend the post What If I Don’t Have Anything Interesting To Write About In My College Essay?

Tips for Writing a Personal Statement for College

1. approach this as a creative writing assignment..

Personal statements are difficult for many students because they’ve never had to do this type of writing. High schoolers are used to writing academic reports or analytical papers, but not creative storytelling pieces.

The point of creative writing is to have fun with it, and to share a meaningful story. Choose a topic that inspires you so that you’ll enjoy writing your essay. It doesn’t have to be intellectual or impressive at all. You have your transcript and test scores to prove your academic skills, so the point of the personal statement is to give you free rein to showcase your personality. This will result in a more engaging essay and reading experience for admissions officers. 

As you’re writing, there’s no need to follow the traditional five-paragraph format with an explicit thesis. Your story should have an overarching message, but it doesn’t need to be explicitly stated—it should shine through organically. 

Your writing should also feel natural. While it will be more refined than a conversation with your best friend, it shouldn’t feel stuffy or contrived when it comes off your tongue. This balance can be difficult to strike, but a tone that would feel natural when talking with an admired teacher or a longtime mentor is usually a good fit.

2. Show, don’t tell.

One of the biggest mistakes students make is to simply state everything that happened, instead of actually bringing the reader to the moment it happened, and telling a story. It’s boring to read: “I was overjoyed and felt empowered when I finished my first half marathon.” It’s much more interesting when the writing actually shows you what happened and what the writer felt in that moment: “As I rounded the final bend before the finish line, my heart fluttered in excitement. The adrenaline drowned out my burning legs and gasping lungs. I was going to finish my first half marathon! This was almost incomprehensible to me, as someone who could barely run a mile just a year ago.”

If you find yourself starting to write your essay like a report, and are having trouble going beyond “telling,” envision yourself in the moment you want to write about. What did you feel, emotionally and physically? Why was this moment meaningful? What did you see or hear? What were your thoughts?

For inspiration, read some memoirs or personal essays, like The New York Times Modern Love Column . You could also listen to podcasts of personal stories, like The Moth . What do these writers and storytellers do that make their stories engaging? If you didn’t enjoy a particular story, what was it that you didn’t like? Analyzing real stories can help you identify techniques that you personally resonate with.

3. Use dialogue.

A great way to keep your writing engaging is to include some dialogue. Instead of writing: “My brothers taunted me,” consider sharing what they actually said. It’s more powerful to read something like:

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

Having dialogue can break up longer paragraphs of text, and bring some action and immediacy to your story. That being said, don’t overdo it. It’s important to strike a balance between relying too much on dialogue, and using it occasionally as an effective writing tool. You don’t want your essay to read like a script for a movie (unless, of course, that’s intentional and you want to showcase your screenwriting skills!).

Want free essay feedback? Submit your essay to CollegeVine’s Peer Essay Review and get fast, actionable edits on your essay. 

Common Mistakes to Avoid in Personal Statements

1. giving a recap or report of all the events..

Your essay isn’t a play-by-play of everything that happened in that time frame. Only include relevant details that enrich the story, instead of making your personal statement a report of the events. Remember that the goal is to share your voice, what’s important to you, and who you are. 

2. Writing about too many events or experiences. 

Similarly, another common mistake is to make your personal statement a resume or recap of all your high school accomplishments. The Activities Section of the Common App is the place for listing out your achievements, not your personal statement. Focus on one specific experience or a few related experiences, and go into detail on those. 

3. Using cliche language.

Try to avoid overdone quotes from famous people like Gandhi or Thoreau. Better yet, try to avoid quotes from other people in general, unless it’s a message from someone you personally know. Adding these famous quotes won’t make your essay unique, and it takes up valuable space for you to share your voice.

You should also steer away from broad language or lavish claims like “It was the best day of my life.” Since they’re so cliche, these statements also obscure your message, and it’s hard to understand what you actually mean. If it was actually the best day of your life, show us why, rather than just telling us.

If you want to learn more about personal statements, see our post of 11 Common App Essay Examples .

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

Related CollegeVine Blog Posts

How to write a personal statement if you’re changing fields

Your personal statement must answer the crucial question of any graduate school application: Why are you a perfect fit for a program? To demonstrate that fit, many students craft an academic arc that traces their undergraduate experiences to their current application. But what if your path is more jagged? After switching from an undergraduate major in History to graduate degrees in Science and Technology Studies and now Art History, I know it’s possible to craft a compelling academic narrative, even if you’re changing fields.

To make the most of the thousand-word personal statement, keep these ideas in mind:

Tip 1: emphasize the continuities.

Think back to your previous research experiences or jobs. Is there a salient connection to your intended field of study? When I wrote applications to Art History graduate programs, I mentioned an undergraduate paper that touched on visual culture and aesthetics, two central concerns of my new field. 

If you can’t think of something this direct, try to draw a connection between the methodologies or themes between the two disciplines; maybe both areas of studies emphasize ethnographic research or quantitative reasoning. You want to show that you have engaged with the research of your new field, even before you started officially studying it.

Tip 2: Embrace the Pivot

If you spent four years dedicating your studies to a certain subject, why do you want to switch? Finding a compelling answer to this question is key. Perhaps you had a life experience that underscored the importance of your new field, or you are drawn to the specific methodology a discipline uses to answer a social question you’re passionate about. A sharp explanation about your switch should go near the top of your statement.

This is also a good place to make your essay stand out: how might a different background improve your application? If you’re applying to an Economics program as a Math major, for example, you could highlight how your training will help you adapt to new trends in mathematical economics.

Tip 3: Practice Humility

At the end of your statement, it’s ok to reference that your path was not linear. In fact, academic flexibility can translate into an asset: completing research over an extended period of time often means adapting to multiple twists and turns. As a young scholar, it’s your job to embrace this iterative process with a willingness to learn. Your statement should convey an open curiosity with the your new field and the research of faculty members in your chosen department. 

Alex earned her BA in History from Brown University, and her MA in Science and Technology Studies from Oxford University, where she was a Baker Scholar. Currently, she is a Master's student at NYU's Institute of Fine Arts.

Related Content

Personal Statement Guide: 10 Questions Universities Ask

This personal statement guide focuses on the kinds of questions that universities and colleges ask and how to answer them exceptionally well.

Most of the time, when you’re asked questions in personal statements, it can be difficult to know exactly what the college or university wants you to write… this post aims to demystify those questions and give you the tools you need to ace your answers!

But what exactly will this personal statement guide cover?

This personal statement guide outlines the types of common questions that universities ask of their applicants, along with strategies for answering them. These include questions relating to academic qualifications, suitability for higher education, personal skills, ethos and broader ambitions.

I’ve outlined the top 10 questions universities and colleges ask below, along with suggestions for what they really mean and examples of ideal answers.

If you read and apply this exclusive content, your next application will be incredibly compelling…

1 Why Do You Want To Study Your Subject?

This is probably the most common and obvious question asked in personal statements, but you’d be surprised just how many applicants don’t recognise its importance or answer it as fully as they could.

Getting this one right can often be the deciding factor in a successful application…

What is This Question Actually Asking?

You’ll want to think about the following elements as part of your answer:

• What is it about your current studies that you enjoy?
• What specialisms do you most engage with within your discipline?
• What has inspired or motivated your engagement with this subject?
• What do you hope to achieve in this field?
• What aspects of the subject do you want to discover more about?
• How informed are you about the depth and range of this subject?
• What opportunities does this subject offer you at university and beyond?
• What do you hope to contribute to the faculty?
• What extra research/experience have you pursued that supports your application?
• Who do you admire in this field, and why?

Here’s an example answer…

2 What Are The Challenges Of Higher Education?

Understanding the challenges that you’re likely to face when you arrive at college or university is important.

After all, the higher your awareness of the expectations of the institution you are planning to join, the better your chance of successfully completing the course…

• Can you demonstrate that you are aware of the academic demands of higher education?
• Can you show that you have prepared effectively for undertaking the course content?
• Can you demonstrate the motivation needed to study independently?
• Can you show that you can manage in new locations away from home?
• Are you ready to interact with new and diverse communities and living arrangements?
• Can you manage your budgets effectively?
• Are you able to show that you can manage your time and meet deadlines?
• Is your organisation at a good enough standard for university?
• Can you engage effectively with the research and study demands of the course?
• Have you gained a strong understanding of the use of relevant IT systems and cloud learning?

I believe that higher education will challenge any assumptions I may have made about the importance of Mathematics in Structural Engineering, whilst giving me the opportunity to extend my academic understanding of materials and environmental policy. The MOOCs I have completed, in addition to my current school timetable, have challenged me to develop the skills to be an effective independent learner.

3 How Have You Overcome Specific Challenges?

Explaining how you have overcome challenges in the past is an important aspect of self-review.

Universities, colleges and employers need to be able to identify which applicants have shown determination and resilience in the past, especially if those qualities play a key role in their own ethos…

• Can you give examples of how you recognise challenges and difficulties?
• Can you identify specific strategies to meet and prepare for challenges?
• When faced with challenges, what is your emotional response?
• Can you give examples of challenges overcome in academic work?
• Can you give examples of challenges overcome in teamwork and practical work?
• When and how have you overcome personal challenges?
• Are you aware of how to transfer these strategies or approaches to higher education?
• How can you mitigate against unnecessary challenges?
• What is the value of challenge in the learning process?
• How can you support peers with the things that challenge them?

4 When Did You Work Well In A Team Environment?

Working successfully in a team is considered a key skill in higher education.

Although time is spent focusing on independent study, many disciplines require students to collaborate on research and practical projects.

Sharing findings and contributing to publications is common academic practice…

• What is the value of working collaboratively in education?
• Do you understand contemporary theories around teamwork and collaboration?
• What kind of role do you play in a team?
• What makes a team effective, and how does that relate to your strengths and experiences?
• Can you give specific, tangible examples of successful teamwork?
• Can successful teamwork have unsuccessful outcomes?
• What specific approaches do you bring to working in a team?
• What does working well/effectively/sustainably in a team actually look like?
• How can teamwork be applied to academic study?
• Can you suggest examples of teamwork that you might encounter in higher education?

During a Physics summer camp, I was part of a team assigned to develop coding for a robotics project. To ensure success, I shared my academic and experiential resources with the rest of the team, and made sure that I listened to their questions. I helped generate a workflow that enabled the team to prioritise tasks, and motivated those around me to complete the project to the deadline.

5 Why Do You Want To Study At This University?

This is unlikely to arise in the UK undergraduate system , as candidates apply to a maximum of 5 different organisations, none of whom can see where else you’ve applied.

However, US undergraduate applications and global postgraduate personal statements are far more likely to ask this question…

• What research have you undertaken into the course’s academic offer?
• What do you know about the ways in which the course is structured?
• Which optional modules or units are you most interested in working on and why?
• What research opportunities most interest you and why?
• Which faculty leaders’ work do you most admire? Can you justify and offer your opinion of their research or publications?
• Which of the university’s physical resources is of the most importance to your academic career?
• Have you attended the campus on an open day? What were your impressions, and how do they compel you to study at that institution?
• What co-curricular opportunities attract you?
• How do the support services, accommodation, grants or networking opportunities fulfil your needs as a student?
• Can you give examples of inspirational alumni and relate their achievements to your ambitions?

6 How Will The Course Help You Achieve Your Goals?

Universities want you to succeed. It’s great for their reputation, their place in the league tables and for developing effective alumni programmes.

Most of all, they want you to remain on the course because they need your funding. Knowing that your goals connect with theirs is key to retention…

• What are your academic goals, and how do they relate to the course offer?
• What does achievement look like to you?
• What are your subsequent professional ambitions, and how will that specific university help you to achieve them?
• How well do you know the industry or sector that you are interested in entering?
• Have you fully understood the course components and understood their relevance to your goals?
• What steps have you already taken to achieve your goals, and how will the course allow you to extend them?
• Can you explain the scope of your ambitions in an informed and realistic manner?
• What research have you undertaken into relevant alumni networks or achievements?

Being a dynamic student with a sound understanding of the business world, I have set myself the goal of completing your course on Business Analysis and Management, which will allow me to develop my skills in diagnostic accounting to a high level. This will form the foundation of my first step on the career ladder, where I intend to work as a financial consultant in the social media sector.

7 What Lessons Have You Learned From Your Studies?

Institutions want students who are academically and personally reflective because reflective and self-aware students are better equipped to manage the academic and personal rigours of college life.

Asking you to reflect on the value of your previous learning is a great way to judge that…

• Can you outline the value and relevance of prior learning in your subject specialism?
• How has your academic journey so far prepared you for your course?
• What specific study skills have you developed that will be of value in higher education?
• What advanced knowledge of your subject do you have, setting you apart from other applicants?
• Do you understand the ways in which you learn best , and how will you apply these in a university setting?
• How will the knowledge gained from the study of other subjects be of value to you on the course?
• What research and academic writing skills have you developed?
• What opportunities have you taken to stretch your learning beyond the formal, taught curriculum?
• How have you applied theoretical learning in a practical context?
• Are you aware of the weaknesses in your academic skillset, and how you intend to manage this at university?

8 What Will You Contribute To University Life?

Universities and colleges aren’t just about formal learning.

They’re complex, living communities comprising people from diverse cultural, geographical and ethnic backgrounds.

Learners with an ability to contribute to those communities in a positive way help make the organisation a better place…

• How will your academic work be of value to the university?
• How will your research add to the collective knowledge of the subject?
• How do your ambitions align with the goals of the university or college?
• What have you contributed to your school community in the past, outside of the classroom?
• In which ways will you support your peers academically?
• How will you add value to the life of the university through co-curricular activities such as sporting or social organisations?
• Do you have skills or experience that will enable you to contribute to the pastoral or student support services?
• Can you provide volunteering or organisational examples to illustrate that you are community-minded?
• Can you give examples of ways in which you have engaged with issues of diversity and inclusion?
• Can you show your awareness of the value of community to both the individual and the community itself?

Having established and facilitated the inclusivity forum at my school, I am positive about contributing to the emotional and physical wellbeing of all members of the communities in which I live and work. A keen sportswoman, I intend to join the cross-fit club and am looking forward to inspiring my peers with my positive and motivational approach.

9 What Are Your Greatest Skills And Talents?

This type of question asks you to reflect on your capabilities inside and outside of the classroom.

Colleges and employers ask this kind of question when they are looking for evidence of interpersonal skills and for candidates to have developed interests and commitments outside of academia…

• Can you reflect on your capabilities and give context for their use?
• Are you able to identify your skills and talents and give a rationale as to why these are your strengths?
• Can you show how you have used these skills positively?
• Can you identify a range of transferable skills and show how you have used them in the past?
• Can you illustrate ways in which transferable skills might be of value in higher education?
• Have you identified the skills required to successfully complete the course and referenced these in your personal statement answer?
• What strategies did you use to attain these skills and abilities?
• How are your skills of value to others?
• How do your skills relate directly to your choice of course or discipline?
• By comparison, what are your greatest weaknesses and vulnerabilities? How are you improving these, and how will university help in this process?

10 When Have You Shown Leadership Qualities?

Universities and employers are looking for applicants that will work harmoniously within their community.

But they also need candidates with the potential to be dynamic, to show leadership and with the vision and confidence to take opportunities and motivate others…

• Have you voluntarily placed yourself in leadership situations in the past? Why were these successful?
• Have you inadvertently found yourself in leadership roles, and if so, what was the challenge?
• How confident are you when given responsibility for leadership? Why is this?
• What is your leadership style ? Why?
• What lessons have you learned from the leadership of others? Good and bad examples?
• Can you offer specific examples where you have taken the lead on a project or initiative?
• How do you motivate and guide a team?
• Can you explain how to use active listening and mediation as a team leader?
• How do you know when to take the lead?
• Why is the capacity for leadership important in group settings such as those at university?

I stepped into a leadership role during a project I undertook as part of my extra-curricular Psychology studies. When other members of the group expressed doubt in their ability to complete the task, I organised their workflow, identified their areas of expertise and through active listening and discussion, reassigned key roles that allowed each member to contribute positively.

Good luck with your personal statement, and don’t forget to contact me if you’d like some 1-1 support. You’ve got this! D

Research and content verified by Personal Statement Planet .

David Hallen

I've worked in the Further Education and University Admissions sector for nearly 20 years as a teacher, department head, Head of Sixth Form, UCAS Admissions Advisor, UK Centre Lead and freelance personal statement advisor, editor and writer. And now I'm here for you...

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The priority deadline to submit your application for fall 2024 is Feb. 1 and the final deadline is June 1. The last LSAT we will accept for the 2024 application cycle is the June 2024 exam.

The admissions committee admits applicants on a rolling basis; therefore, we encourage all applicants to submit their application early.

All applications must be completed through the Law School Admission Council (LSAC). Please note that McGeorge does not accept hardcopy applications. The application should be complete when submitted.

You will need the following to complete your application:

• A completed application form
• Personal statement
• Two (2) letters of recommendation submitted through your LSAC CAS account. (Up to three letters will be accepted)
• Bachelor's degree
• CAS report with letters of recommendation, all undergraduate transcripts, LSAT score and LSAC Writing Sample or GRE score (taken in the last 5 years)
• Email address (this is the primary form of communication from the law school)

Personal Statement

The statement must be no more than three pages, double-spaced and 12 pt. font. An applicant's personal statement is an opportunity to provide information that the applicant believes should be considered.

The personal statement prompt is: Tell us about a person or event that impacted/influenced your life.  Please list the prompt at the top of your written statement.

If an applicant wishes to address their grades, academic disqualifications, etc. they may do so by addressing these circumstances in the Optional Essays section.

Provide a Resume of full-time employment and other activities, starting with the most recent. Include dates, name(s) of employer(s), and position(s) held. List the hours worked per week and academic honors received since entering college. List extracurricular activities, hobbies and community service. Describe the nature and extent of employment during college and include volunteer work. Please include summers. Explain any periods of time after high school not accounted for by the preceding educational and employment history. However, all high school information should be omitted.

Letters of Recommendation

In support of the application, applicants must submit two letters of recommendation directly to LSAC; we will accept a maximum of three letters. Applicants are strongly encouraged to reach out to their college professors and administrators who have had the opportunity to assess their academic, time management, research and analytical skills to write on their behalf.

Applicants who have been out of school for a considerable amount of time can submit letters of recommendation from employers, business colleagues, and mentors. Letters from family members and close personal friends are discouraged. These letters should address skills relevant to your potential success in law school.

Please note that LSAC will not release an applicant's CAS report to McGeorge until they have received a minimum of two letters of recommendation.  The application will remain incomplete and will not be reviewed until the applicant's file is complete.

Credential Assembly Service (CAS) and LSAT or GRE

Applicants must register with LSAC for the Law School Admission Test (LSAT) or Graduate Record Exam (GRE) and LSAC's Credential Assembly Services (CAS). Transcripts of prior college and university coursework must be furnished directly to LSAC. LSAT scores must be from administrations within five years prior to the year of enrollment. An application file is not complete and will not be reviewed until an applicant's law school report, including an LSAT score or GRE score, has been received. Please note, if you have a valid LSAT score on file, the GRE score will NOT be considered for admission.  (Applicants whose undergraduate degrees are not from educational institutions within the United States, its territories or Canada must use LSAC's Credential Assembly Service for international document authentication and evaluation.)

Applications will not be considered for final action until all required information has been received.

McGeorge School of Law maintains a long-standing policy of not discriminating in any of its activities based on race, gender, sexual orientation, national or ethnic origin, disability, marital status, age, color or religious belief.

Transcripts

All transcripts for college and graduate work must be submitted directly to LSAC. LSAC will evaluate each transcript and forward a report to each law school the applicant designates.

If an applicant matriculated at another law school, a letter of good standing from that school is required. Additionally, if an applicant sat for an examination at that school, a transcript from that law school must also be submitted directly to LSAC.

Please note if an official transcript with degree posted is not initially submitted in the CAS report , an applicant is required to submit  a copy of an official transcript with degree posted directly to the McGeorge JD Admissions Office before the first day of orientation to complete e nroll ment . 

Optional Essays: Diversity, Adversity Statements and Addenda

You may choose to attach a response to one or more of the following questions in addition to the required Personal Statement if you feel the information would be helpful to us when considering your application or submit an addendum to explain any discrepancies in your application.

• Explain any discrepancies in your application.
• Fully clarify and provide more information regarding any Character and Fitness questions.
• Tell us more about your interest in McGeorge School of Law.  What makes our school a good fit for you in terms of academic interests, programmatic offerings and learning environment?
• Discuss how your specific personal experiences, given your background (race, ethnicity, disability, LGBTQIA+ status, economic disadvantage or otherwise) demonstrate an important quality of your character and/or one more unique ability you can contribute to the law school.

Additional Application Requirements for Foreign Applicants

Test of english as a foreign language (toefl).

An applicant who did not complete their bachelor's degree from an English-language college or university, and for whom English is not their primary language is required to take the TOEFL. This requirement also applies to recent immigrants who have completed their education outside of the United States where English was not the language of instruction.

A minimum score of 600 for the paper-based test, 250 for the computer-based test, or 100 for the internet-based exam is required. Please note that acceptable scores must come directly from TOEFL and be submitted to LSAC. For additional information on TOEFL, visit http://www.ets.org/toefl .

Transcripts (International)

McGeorge requires that foreign transcripts be submitted directly to LSAC Credential Service which is included in the CAS subscription fee. A foreign credential evaluation will be finalized by the American Association of Collegiate Registrars and Admissions Officers (AACRO) and will be integrated into your CAS report.

Student Visa

Once an international applicant is admitted to the law school and has paid their first seat deposit, the Director of Graduate and International Programs will contact the student to obtain an I-20 application form, certification of finance, a notarized copy of their birth certificate, passport, and when applicable, marriage license. Once all of these items are received, the Director of Graduate and International Programs will process the student's SEVIS I-20. An I-20 form is one part of the requirement for an applicant to obtain a student visa .

Online Status

Once an applicant submits their application, they can check the status online through the Application Status Online. Login information for the Applicant Status Online is emailed to applicants when the application is submitted to the law school. The admissions committee will review files in the order that they were completed. Our admissions committee is devoted to reviewing each file in a holistic manner. Please allow four-to-12 weeks to receive an admission decision. Offers of admission will be sent via U.S. mail. Other admission decisions will be sent via email. Changes to an applicant's email or mailing address should be communicated to the Office of Admission immediately.  

Other Applicants

• Transfer Applicants
• Visiting Applicants
• Questions regarding the Undocumented/DACA Admissions Policy
• Summer Session Applicants

Non-Discrimination Policy

The McGeorge School of Law, University of the Pacific, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972 (45 CFR 86), and Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, does not discriminate in the administration of any of its educational programs, admissions, scholarships, loans, or other activities or programs on the basis of race, gender (identity and/or performance), sexual orientation or preference, national or ethnic origin, color, disability, marital status, age, or religious belief.

Inquiries regarding compliance with these statutes and regulations may be directed to the Office of the Dean, 3200 Fifth Ave., Sacramento, California 95817, 916.739.7151, or to the U.S. Department of Education, Office for Civil Rights, in San Francisco or Washington, D.C. Student records: Inquiries about the School's compliance with student access and privacy rights regarding educational records, under the Family Educational Rights and Privacy Act of 1974, may be directed to the Office of the Dean or to the Student and Family Educational Rights and Privacy office, U.S. Department of Education, Washington, D.C.

JD Admissions Phone: 916.739.7105 Fax: 916.739.7301 Email:  [email protected]

Hours: Monday through Friday from 8:30 a.m. to 5:30 p.m. 3200 Fifth Ave., Sacramento, CA 95817

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Apply to a Scholarly Concentration

Instructions & deadline.

When applying you must submit two documents: a minimum 1 page personal statement and resume.  Please adhere to the file name format guidelines below.  Students may only apply to one scholarly concentration during the application period.

Personal Statement

Submit a minimum 1 page personal statement that highlights:

• Your interest in the program.
• Any prior experience you bring to the scholarly concentration program.
• The prerequisites you have completed in preparation for the scholarly concentration, if applicable.

***Please review individual SCP webpages for specific requests SCP directors would prefer applicants to include in their personal statements!***

Save your statement according to the following naming device: FILE LABEL: LastNameFirstNamePersonalStatement_Name of SCP_Date

Submit your resume.   Save resume according to the following naming device: FILE LABEL: LastNameFirstNameResume_Name of SCP_Date

Online Application

The application will open October 16, 2023 and close November 5, 2023 at 11:59PM.

No exceptions will be made for late submissions.  Applications for all scholarly concentration programs will be distributed to directors for their review; expect follow up communication from them as well as the SCP Coordinator.

Questions & Help

For questions regarding the application itself or the application process, please reach out to the SCP Coordinator: Courtney Garcia

For questions regarding a specific SCP, its requirements, obligations, expectations, etc. please refer to the specific SCP webpage or reach out to the SCP director(s) or other contact person(s) listed under “Leadership” at the top of each SCP’s webpage.