personal statement for study in uk

British Council

How to write a personal statement for a uk university, by kathryn abell, 19 october 2015 - 05:11.

Kathryn Abell of  Edukonexion  shares some tips.

When applying to a UK university, the discovery that school grades alone are not enough to gain entry onto the programme of your choice can come as an unwelcome surprise. This is especially true for international students, many of whom see the words 'personal statement' for the first time when starting their university application.

But far from being a barrier, the personal statement is, in fact, one of the stepping stones to achieving your goal of studying at a UK university.

A personal statement can help you stand out

If you have selected your study programme well – that is to say, you have chosen something that you are truly excited about that matches your academic profile – then the personal statement is simply a way to communicate to admissions tutors why you are interested in the programme and what you can bring to it. And given the fact that many universities receive multiple applications for each available place, and that most do not offer an interview, your written statement is often the only way you can express your personality and say 'choose me!'.

The 'personal' in 'personal statement' suggests that you should be allowed to express yourself however you want, right? Well, to a certain extent that is true: admissions tutors want to get a picture of you, not your parents, your teachers or your best friend, so it has to be your work. However, the purpose of the statement is to persuade academic staff that they should offer you one of their highly sought-after university places; although there is no strict template for this, there are specific things you should include and certain things you should most certainly leave out.

The importance of the opening paragraph

The online Universities and Colleges Admissions Service (UCAS) undergraduate application form allows a total of 4,000 characters (around 700 words), meaning that you need to craft the statement carefully. The most important part is unquestionably the opening paragraph, as it acts as an invitation to continue reading. If you are not able to catch the attention of the admissions tutor, who has hundreds of statements to assess, then it is highly unlikely they will read through to the end.

The best advice here is to avoid much-used opening lines and clichés such as 'I have wanted to be an engineer since I was a child'. This kind of thing is not the invitation readers are looking for. Instead, try using an anecdote, experience or inspirational moment: 'Although tinkering with engines had always been a childhood hobby, it was the vision of the fastest car on earth, the Bloodhound, at an exhibition in London, that roused my desire to learn everything I could about automotive engineering'. Really? Tell me more!

Of course, your opening paragraph could start in a variety of ways, but the fundamental purpose is to grab the reader’s interest.

Provide evidence of your commitment and skills

Following on from that, you have to provide evidence of your passion and commitment to your chosen programme, and highlight the specific and transferable skills you possess to study it successfully. You can do this by following the  ABC  rule.

Action:  Include examples of what you have done, experienced or even read that have helped you in your choice of degree and boosted your knowledge of the subject area.

Benefit : By doing these things, explain what you learned or gained; in the case of a book or article, put forward an opinion.

Course : The most successful applicants ensure that the information they include is relevant to their course in order to highlight their suitability. Flower-arranging may allow you to realise your creative potential, but will it help you study astrophysics?

It is perfectly acceptable to base this ABC rule on school-based activities, as not all students have opportunities outside the classroom. However, if you can link extra-curricular pursuits to your desired programme of study, you are further highlighting your commitment. As a general rule of thumb, the information you include here should be around 80 per cent academic and 20 per cent non-academic. So, for example, as a member of the school science club – a non-curricular, academic activity – you may have developed the ability to analyse data and tackle problems logically. Taking part in a work placement falls into the same category and could have helped you develop your communication, time-management and computer skills. You get the idea.

Non-academic accomplishments may involve music, sport, travel or clubs and can lead to a variety of competencies such as team-working, leadership, language or presentation skills. A word of warning here: it is vital that you sell yourself, but arrogance or lies will result in your personal statement landing in the 'rejected' pile. Keep it honest and down-to-earth.

Provide a memorable conclusion

Once you have emphasised your keen interest and relevant qualities, you should round off the statement with a conclusion that will be remembered. There is little point putting all your effort to generate interest in the opening paragraph only for your statement to gradually fade away at the end. A good conclusion will create lasting impact and may express how studying your chosen course will allow you to pursue a particular career or achieve any other plans. It can also underline your motivation and determination.

Use a formal tone, stay relevant and be positive

As you have to pack all this information into a relatively short statement, it is essential to avoid the superfluous or, as I like to call it, the 'fluff'. If a sentence sounds pretty but doesn’t give the reader information, remove it. In addition, the tone should be formal and you should not use contractions, slang or jokes; remember, the statement will be read by academics – often leaders in their field.

Referring to books is fine but don’t resort to using famous quotes as they are overused and do not reflect your own ideas. Also, while it's good to avoid repetition, don't overdo it with the thesaurus.

Negativity has no place in a personal statement, so if you need to mention a difficult situation you have overcome, ensure you present it as a learning experience rather than giving the reader an opportunity to notice any shortcomings. Also, bear in mind that your personal statement will probably go to several universities as part of a single application, so specifically naming one university is not going to win you any favours with the others.

Get some help but never copy someone else's work

Checking grammar, spelling and flow is essential and it is perfectly OK to ask someone to do this for you. A fresh pair of eyes and a different perspective always help, and, as long as the third party does not write the content for you, their input could be of vital importance. And while you may get away with not sticking to all of the above advice, there is one thing that you absolutely must not do: copy someone else’s work. Most applications are made through UCAS, which uses sophisticated software to detect plagiarism. If you are found to have copied content from the internet, or a previous statement, your application will be cancelled immediately. Remember, it is a  personal  statement.

Get your ideas down in a mind-map first

Finally, I will leave you with my top tip. If you understand all the theory behind the personal statement and have an abundance of ideas floating in your head, but are staring blankly at your computer screen, take a pen and paper and make a simple mind map. Jot down all your experiences, activities, skills, attributes and perhaps even include books you have read or even current items that interest you in the news. Then look for how these link to your course and highlight the most significant elements using arrows, colours and even doodles. Capturing thoughts on paper and making logical deductions from an image can give structure to your ideas.

Get more advice on your application from our Study UK site .

You might also be interested in:

• How to use a learner's dictionary of academic English
• Five ways UK students can improve their career prospects
• Ways of saying 'darling' in the UK

View the discussion thread.

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How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

• The essential ingredients for writing a great Personal Statement
• How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

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The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.  

But if you’re working with students to help them perfect their Personal Statement in time for the  relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story. 

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university. 

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a  suitable candidate for the universities they have chosen to apply to . 

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel. 

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

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Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in  University Application Essays: The 5 Secrets of Successful Writing .

As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into  making the personal statement the best it can be . 

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly.  Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2022 alone, UCAS received applications from 683,650 applicants (+1.6k on 2021) students. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly  original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement 

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story. 

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include: 

• Students thoroughly researching the UK university courses they plan on applying to. 
• Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on). 
• Writing an unedited first draft where they just get their thoughts and ideas down on paper. 

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement. 

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree. 

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals. 

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose –  to convince a university that your student deserves a place on their subject of choice. 

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer:  My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer:  My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer :  The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree. 

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions. 

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer :  Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer:  This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

• Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
• Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
• Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
• Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work. 

How to write the UCAS Personal Statement [with examples] 

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university. 

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it .  This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice. 

Example :  My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner. 

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory. 

Discussing Academic Achievements 

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved. 

Example : 

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.   

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences. 

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations. 

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences, 

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them. 

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study. 

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science. 

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending. 

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences. 

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country.  “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England. 

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement. 

Medicine (Imperial College, London) 

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music.   I firmly believe that a doctor should explore the world outside the field of  Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career. 

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs. 

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format! 

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below). 

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light. 

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day. 

And make sure they remember the three key ingredients of writing a successful Personal Statement. 

Planning, structure and story! 

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Personal Statement Tips for International Students

Posted: 25.10.2023

• Personal Statement
• University Application

Why Your Personal Statement is so Important

Applying for a place at university – particularly in a foreign country – can be filled with excitement, anticipation and, sometimes, a dash of anxiety. A crucial part of the process is putting together a compelling personal statement – the document that introduces you to the university’s admissions committee, and gives them a glimpse into your academic aspirations and plans.  

Crafting a Personal Statement for UK Universities  

It’s worth taking the time to create the perfect personal statement, as it will set you apart from other applicants and show the admissions committee why you are the ideal candidate for their institution. So, we’ve put together a few useful tips as to the key elements you should include in your own personal statement.

Why Have You Chosen the Course?

The first thing to do is clearly outline why you chose the course you’re applying for. You should demonstrate a genuine interest in the subject and explain how it fits with your career goals. Be specific about any aspects of the course you particularly find appealing – for instance, particular modules may offer an in-depth study of an area you want to specialise in.

Why Do You Want to Study Abroad?

Choosing to study in a foreign country is a significant decision, and your personal statement should talk about why you’ve chosen to do so. Discuss the quality of education, the cultural diversity and the opportunities available for international students, or any other factors that influenced your choice. Highlight what studying in this country offers you that you might not experience in your home country.

Showcase Your Experience

Ideally, you need to stand out from other candidates, so make sure you include any professional experience you’ve gained. This could be internships, volunteering, shadowing or even placements during your education. If you’re applying for medical programmes or high-ranking universities, they will also look for experience outside your academic career. Bear this in mind during your studies if you’ve yet to gain experience in your chosen field.

Future Plans Once You Have Your Degree

Finally, outline your post-graduation plans. Whether you intend to start work, pursue further studies or contribute to your home country, link these plans with the course and country to which you’re applying, to show the admissions team you have a clear vision for your future.

A Few More Tips for a Winning Personal Statement 

• Be genuine: let your unique voice come through rather than trying to fit a mould. 
• Stay focused: keep your statement concise and avoid unnecessary details that don’t add value to your narrative. 
• Proofread: always read your statement multiple times, checking for grammar and spelling errors.
• Get a second opinion: ask someone else to read your statement to give you a fresh perspective or catch errors you might have missed.

Present Your Best Self!

Remember, your personal statement is your chance to shine. It should showcase your passion, dedication and long-term goals to those deciding your academic future – so make it count! 

Need Extra Help?

At NCUK, we’re committed to helping you throughout your application process, so if you need any further support or have any questions, simply get in touch with our team directly.

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Study Postgraduate

Guide to writing your personal statement.

What is a personal statement?

Your personal statement is an important part of your postgraduate application. This is your chance to engage the Course Selectors and demonstrate your passion, enthusiasm and commitment for your chosen course. You can use it to clarify and expand on any information in your application and highlight what you want us to know. It should be personalised for the specific course you are applying for.

Personal Statements should be approximately 1-2 pages. It must be in English and in your own words.

Do your research

When applying for any course, we strongly recommend you view the course pages on the relevant Warwick department's webpages to read more information on the course description, content, entry requirements and any additional requirements.

Additionally, some departments such as WBS and WMG have particular requirements for what they want you to write about in your personal statement. Please make sure you visit the course pages on your department's website to check for any additional requirements.

What should you write about?

Here are some themes you should consider when writing your personal statement. Please note this list is not complete, but includes useful questions you may wish to explore:

Why are you interested in the course?

What are your reasons for choosing this specific course at the University of Warwick? What motivates you? Why do you want to undertake postgraduate study at this point in your academic or professional career?

How are you qualified for the course?

This may be about your prior study, work experience, internships, skills, achievements or research and how they relate the course. How did your previous experiences give you the skills or knowledge you will need for this course specifically? What did you learn and how would this help you on this course? What might you contribute to your cohort?

How will the course benefit your future career plans?

What are your goals? What skills do you want to develop? How would this course prepare you for the future you envision for yourself?

• Try to avoid vague statements such as 'I have always wanted to go to your University because I have a passion for study' or 'I want a better job'.
• You don't need to repeat information you have already given us. For example, we already know the details of your undergraduate degree from your transcripts.
• Likewise, you can include information about your employment, hobbies and voluntary work, but you need to add more detail to explain how they are related to the course you are applying for.
• Donʼt submit the same generic statement for many different courses. You must tailor the statement for each specific course.
• You may use your personal statement to address any gaps in your knowledge and how you have or plan to address them.
• Make sure your personal statement has a clear introduction (beginning), body (middle), and conclusion (the end). Check your grammar and spelling, and keep your sentences short and concise.

Frequently Asked Questions

Imperial College London Imperial College London

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Personal statement

Your personal statement is a really important part of your UCAS application. 

It helps our admissions tutors get an insight into who you are and whether you'd be a good fit for the course you're applying to. 

You can only submit one personal statement for the five courses and universities you apply for. 

You're also limited to 4,000 characters (including spaces) or 47 lines, whichever comes first, so it's useful to make a plan of what you want to say before you start.

Tell us why you want to study the course you're applying for

We're looking for people with a genuine enthusiasm for the subject they're applying for – and that they understand what it involves – so it's useful to   highlight things that inspired your interest, including:

• books you have read
• work or voluntary experience you have undertaken
• lectures or courses you have attended
• any relevant extracurricular activities you’ve taken part in

This a really important part of your personal statement so make sure your passion really shines through.

This means avoid saying you want to study something just because it is interesting.

Instead, explain what you find interesting about it, for example, a particular topic you know you’ll be able to carry on studying at university or something related to it.

Don’t be afraid to use language which shows your enthusiasm for the course or life in general. Be positive and focus on things you thoroughly enjoy.

Skills and experiences

At Imperial, you'll have the freedom to take control of your learning, with options within many courses to customise what you learn and the experiences you have. 

As a research-led university, we'll encourage you to get hands-on in the process of discovery, innovation and learning through and from your own mistakes.

You will also learn to communicate your research findings and have the opportunity to work in teams, as well as on your own.

Think about the sort of skills that you have gained that are relevant to your chosen subject – you'll be able to find more detail about the style of learning for your chosen subject on our course pages .

Don't forget to provide evidence for the skills and knowledge you have. And remember to choose quality over quantity – we'd rather read about a smaller number of skills with evidence than a long list which doesn't explain how you've acquired each skill/quality and how it will help you be successful in your chosen course of study.  

Work experience

Work experience isn’t essential for most Imperial courses, but if it is a course requirement, make sure you get some and then tell us how it's helped to confirm your choice of subject.

You may also wish to use your personal statement to outline your career aspirations and motivation for the future.

Get the right balance

Imperial is not all work and no play. Our students have a huge range of interests – evidenced in our 350+ student-run clubs and societies.

Tell us about your passions and your hobbies, particularly how they have helped you develop skills and qualities that make you a strong candidate. Made you a better leader, for example. Made you more resilient. Or improved your teamwork and communication skills. 

Also tell us about something you do simply for the fun of it. You don't need to go into too much detail as you don’t have the space, but it helps us to get to know you and may be something we ask you more about if you're invited for an interview at a later stage.

Make it personal

Your personal statement should be about you so don't focus on what your friends are writing. Be clear about your own motivations and what you can bring to Imperial. 

Use it to create a unique picture for our admissions tutors of who you are and why you'll be successful in your chosen course of study. 

Also avoid the temptation to copy anyone else's. UCAS runs all personal statements through its similarity detection system, Copycatch, to compare them with previous statements.

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Personal statement

The quality of an applicant's personal statement is very important at LSE. The School does not interview for places so this is an applicant’s only opportunity to demonstrate they are a good fit for the course. Applicants should consult the advice here, as well as advice from UCAS when preparing to complete this section of their application. 

Please note that writing a personal statement following the guidelines below does not guarantee an offer of admission. Personal statements are looked at on a comparative basis and there is a great deal of competition for places at LSE. 

LSE does not accept additional or supplementary personal statements. We can only consider the personal statement submitted via UCAS.

Writing your personal statement

We expect that your submitted Personal Statement is structured and coherent and that you fully utilise the space available on your UCAS application form. We expect that you have checked spelling, punctuation, and grammar and that your Personal Statement flows in a logical order. We expect that your Personal Statement is entirely your own original work. We reserve the right to reject your application where it has been found that a statement has significant similarities to a previous submission or has been created with the use of Artificial Intelligence.

Before you start writing, do your research

Before you start writing your personal statement, you should visit our course guides . These guides give information on the course content of each of our undergraduate programmes. 

When assessing your personal statement our Admissions Selectors will look at how well your academic interests align with the LSE course. So, for example, the Anthropology Admissions Selector is likely to prefer a statement which focuses mainly on social anthropology - which is taught at LSE - over one which suggests the applicant is very interested in biological anthropology, or a combined degree with archaeology, as these courses are not offered at the School. 

Similarly, a personal statement which shows an interest mostly in modern international history (the focus of LSE’s International History course) is likely to be more competitive than one which shows a significant interest in ancient history, as LSE does not offer any ancient history units.   

If you are applying for a range of slightly different courses, we recommend that you focus your personal statement on the areas of overlap between them, so that your statement appeals to all of your UCAS choices. It is important to note that LSE does not accept replacement or supplementary personal statements. 

What to include in your personal statement

Your personal statement should discuss for the most part your academic interest in the subject you wish to study. One way to think about the personal statement is to reflect on what we expect from LSE undergraduates: we ask them to learn about topics relevant to their course, through reading or other experiences, and then discuss the ideas they have encountered in academic essays. This is the skill we look for in the personal statement and we recommend at least 80% of your statement should be dedicated to this type of academic discussion. 

How you show your wider engagement with your subject is entirely up to you. Our Selectors look for students who can best reflect on the experiences and academic ideas they have encountered through the opportunities available to them, not those who have had the best opportunities. If you are not sure where to start, you could try listening to podcasts of LSE public events or look in the prospectus for examples of suggested reading. Remember we are interested not just in a list of what you have read/encountered, but evidence you have reflected on the academic ideas. 

To help you begin, there are several questions you could think about:

• Why have you chosen the course? What attracted you to the subject? Which aspects of the subject have interested you sufficiently to want to study it at degree level? Is there a specific area of the subject you wish to focus on? What are the big issues in the subject, and what do you find most interesting about them? What are your thoughts on these topics?
• Have you developed your subject interest outside of your school studies? For example, have you undertaken any additional reading to broaden your knowledge of the subject? Have you attended lectures or explored online material relating to the subject? What did you find interesting in your reading/in the lectures you attended and what are your thoughts on the topics covered?
• Have you gained any skills from your other school subjects that complement your application to study your chosen subject? Have you had the opportunity to undertake work experience relevant to your application? If you did, how did this experience give you a wider understanding of the topics you will study at university?
• Have you attended any schemes or activities at LSE or other universities, such as Summer Schools, Saturday Schools, LSE Choice, etc? What you have learned from these? Have they furthered your knowledge of or interest in your chosen subject?

If you are applying for deferred entry, as well as thinking about the questions listed above, you may also wish to indicate (briefly) why you are taking a gap year and what you plan to do during the year. 

If you are applying as a post-qualified student (ie, you have already received your final results), you may wish to mention briefly what you have been doing since your exams. 

Please note : You are not expected to simply answer all of the questions above; these questions are merely intended to give you some guidance as to what to think about when writing your statement. 

Extra-curricular activities

At LSE you are admitted to study a particular degree course so the majority of your personal statement − at least 80% − should focus on your academic interest in that subject. Many students like to include some details of their extra-curricular activities such as involvement in sports, the arts, volunteering or student government. As our Selectors are most interested in your academic interests, we recommend that no more than 20% of your statement is spent discussing extra-curricular activities. 

Applying to combined degree programmes

LSE offers a number of combined degree programmes. If you are applying to one of these programmes, you are advised to give equal weighting to each subject in your statement. For instance, if you are applying to our Politics and Economics degree, you must show evidence of interest in both subjects; a statement weighted towards only one aspect of the degree will be significantly less competitive.

Example of a poor personal statement

"I have always dreamed of coming to LSE since I was young. It has been a dream of mine to study at this institution, which is well renowned for its social science courses.  

I am currently studying History, English and Business and Management at Higher level and Italian, Maths and Chemistry at Standard level in the International Baccalaureate, and feel that these subjects are providing me with a solid background for university study.  

I want to study History because I want to be a world class Historian, and feel that this degree will help me. I am especially interested in Ancient History, particularly the history concerning the Roman Empire. I am fascinated by the way in which the empire was run, and the events that led to its downfall.  

"I was the captain of the school football team, and this has taught me the importance of working together as a team, and allowed me to prioritise my time between my studies and football practice. I feel that this has provided me with the experience to successfully balance my academic and social life, and I plan to continue this balance whilst at university.  

It is my dream to become an alumnus of the School, and I am sure that as I am the top student of my class, you will offer me a place."  

This brief example of a personal statement is poor. The applicant has mentioned an interest in history but they have not discussed this in depth or shown any evidence of wider engagement with the subject. Where the applicant does talk about history, the discussion is superficial and focussed on ancient history, which LSE does not offer as part of our history course. 

The applicant has specifically mentioned LSE, which is likely to be unattractive to their other choices, and has wasted space listing their International Baccalaureate subjects, which would be shown in the qualifications section. The applicant has described how a history degree will help them get the job they later want, rather than what they are looking forward to studying during the degree. 

The applicant has reflected on the transferable skills they have developed leading the football team. This is good, but it would be nice to see the same level of reflection applied to academic topics - this student has spent more time talking about football than about history. 

UCAS reference Your teacher's reference: what we're looking for

Watch this presentation LSE Admissions Specialist Paul talks about personal statements

Study at LSE webinars Watch our Personal Statement FAQs webinar

Explore our Virtual Undergraduate Open Day Resources, guidance and videos on applying to LSE and more

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• Application , Undergraduate
• December 16, 2022

How to Write a UK Personal Statement – Bachelor’s Degree

American students are used to writing personal statements (a.k.a. college essays) that are full of narrative and personal hardships. This is a common theme in US college essays due to the competitiveness of US university admissions, as it helps students stand out from the pool of applicants. Sometimes, students are even encouraged to write an essay that will make an admissions board get emotional or even cry . Oh, the drama of it all!

Well, the UK admissions system and their personal statements couldn’t be more different! The UK admissions system primarily focuses on your academics, and your knowledge in the subject you are applying to, rather than you being a well-rounded student flourishing in academics, clubs, extra-curriculars, etc. That’s why UK personal statements are centered around showing why you are a good fit for the program, much like a professional cover letter to a job opening. UK statements are to the point, clear, concise and focus on the subject and factual information, such as your accomplishments. You might find writing a UK personal statement to be a little dry – which surprisingly means you’re doing it right!

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Outline for your Personal Statement (aka College Essay)

There is no ‘one way’ to write a personal statement, but to begin, you want the focus to be around the subject you are interested in pursuing to study and why. NOT the university or universities, specifically. It’s important to inform the reader of your ambition, interests, and intellect in the field. If you are applying to different subjects that aren’t related, you want to make sure that you incorporate the subjects into the essay cohesively.

Here is a general outline that might help:

Intro: Talk about what you are applying for, why you want to study that subject, and what inspires you about the subject.

2nd Paragraph: Talk about your academic history and any classes/projects you undertook that are related to the subject you’re applying for. How are you as a student? What makes you ready to study the subject at university level?

3rd Paragraph: Talk about any work experience, internships, or volunteering you’ve done that is related to the subject you’re applying for.

4th paragraph: Explain why you want to study this subject in the UK. Why do you want to attend university in the UK?

Conclusion: Talk about your future educational and career goals.

It’s important to note that if you are applying to an English literature program, for example, you might bring up authors that inspire you. Or, if you are wanting to study mathematics, who are your favorite mathematicians?

Play around with the outline above, but remember to keep it centered on the subject you are applying for, while also showcasing your personal accomplishments.

How Many Personal Statements Do I Have to Write? 

Students can only apply to up to 5 UK universities but only one personal statement can be submitted. Your personal statement will be sent directly to each university you have applied to, via the UCAS application. Therefore, it’s best to apply to the same program at all universities (or, at least, similar programs).

How Long Does the Personal Statement Need to Be? 

You’ll be applying through UCAS, so there is a character limit you must abide by. Your statement cannot exceed 4,000 characters with spaces.

Further Information on Statements

Undergrad students can visit the UCAS website for more info on what’s needed in your statement , and even use some of the statement builder tools provided there.

About the Author:

Ashley Jeanson is an international education expert with over 9 years of experience in the field. She’s worked for a mixture of study abroad providers, universities in the US and the UK, and third-party providers, mostly specializing in helping American students attend UK universities. In her spare time, she travels the globe and is eternally in search of the best cup of coffee.  

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Personal statements for postgraduate applications

A well-crafted Masters personal statement is the key to convincing admissions tutors that you deserve a place on a postgraduate course. Discover the dos and don'ts of writing a personal statement and take a look at some examples for inspiration

What is a personal statement?

'We certainly find the personal statement an essential part of the application process,' says Helen Hayes, assistant registrar (postgraduate and non-standard admissions) at Aberystwyth University.

A Masters personal statement is a piece of writing that you submit as part of your postgraduate application . It's your first real chance to sell yourself to the university and to demonstrate to admissions tutors that you're right for the course.

It's likely that you've already written a personal statement for your Bachelors degree , so this should give you some idea of what to expect. However, don't be tempted to use your undergraduate personal statement as a template. You will have progressed academically since then and admissions tutors will want to see evidence of this.

Your postgraduate personal statement should be unique and tailored to the course that you're applying to. Use the opportunity to show off your academic interests and abilities, and to demonstrate that the programme will benefit from your attendance as much as you'll benefit from studying it.

'From an admissions officer perspective, given that we have to read a large number of personal statements, we are always keen to see enthusiasm, interest and passion for the subject emanating off the page,' adds Helen.

How long should a postgraduate personal statement be?

A Masters personal statement should be around 500 words. This equates to one side of A4. However, some universities require more, often two sides. Some institutions also set a character limit instead of a specific word count, so it's important that you check the application guidelines before starting to write your statement.

As they're relatively short in nature, don't waste words on autobiographical information. This isn't necessary in postgraduate personal statements. Instead, focus on why you want to study a particular programme and your potential to successfully complete the course.

What should I include in a Masters personal statement?

You should tailor your personal statement to fit the course you're applying for, so what to include will largely depend on the course requirements. However, in general you should write about:

• Your reasons for applying for a particular programme and why you deserve a place above other candidates  - discuss your academic interests, career goals and the university and department's reputation, and write about which aspects of the course you find most appealing, such as modules or work experience opportunities. Show that you're ready for the demands of postgraduate life by demonstrating your passion, knowledge and experience.
• Your preparation  - address how undergraduate study has prepared you for a postgraduate course, mentioning your independent work (e.g. dissertation) and topics that most interested you.
• Evidence of your skillset  - highlight relevant skills and knowledge that will enable you to make an impact on the department, summarising your abilities in core areas including IT, numeracy, organisation, communication, time management and critical thinking. You can also cover any grades, awards, work placements, extra readings or conferences that you've attended and how these have contributed to your readiness for Masters study.
• Your goals  - explain your career aspirations and how the course will help you achieve them. 'Describe how studying your chosen course fits in with your long-term ambitions and career path,' advises Helen.

Address any clear weaknesses, such as lower-than-expected module performance in your undergraduate degree or gaps in your education history. The university will want to know about these, so explain them with a positive spin. 'We look for positive reflection in situations like this,' explains Helen. 'Cover how things have been addressed and what will be different in your proposed postgraduate studies.'

How should I structure my personal statement?

Your personal statement should follow a logical, methodical structure, where each paragraph follows on from the one before. Make sure paragraphs are short, succinct, clear and to the point. Remember, you only have 500 words to use.

Capture the reader's attention with an enthusiastic introduction covering why you want to study a particular Masters. Then, engage the reader in your middle paragraphs by summing up your academic and employment background, evidencing your knowledge and skills and demonstrating why the course is right for you.

Your conclusion should be concise, summarising why you're the ideal candidate. Overall, aim for five or six paragraphs. You can use headings to break up the text if you prefer.

The majority of postgraduate applications are submitted online directly to the university. If this is the case, present your personal statement in a standard font such as Arial, Calibri or Times New Roman, text size 11 or 12. If your course application is submitted through UKPASS (UCAS's postgraduate application service) font style won't matter, as personal statements are automatically formatted.

How can I write a good postgraduate personal statement?

• Give yourself plenty of time and don't rush . Your personal statement can make or break your application so it needs to be perfect. Tutors can tell if you're bluffing, and showing yourself up as uninformed could be costly. Before you start, read the rules and guidelines provided, check the selection criteria and research the course and institution.
• The best personal statements adopt a positive, enthusiastic and professional tone and are presented in clear, short sentences . Avoid elaborate or overly complicated phrases. Unless otherwise stated, all postgraduate personal statements should be written in English and your spelling, grammar and punctuation must be spot on, as the personal statement acts as a test of your written communication ability.
• Don't use the same supporting statement for every course . Admissions tutors can spot copy-and-paste jobs. Generic applications demonstrate that you have little understanding of the course. In order to stand out from the crowd, Masters personal statements must be unique and specific to the course and institution.
• Draft and redraft your statement until you're happy . Then ask a friend, family member or careers adviser to read it. Proofreading is incredibly important to avoid mistakes. Memorise what you've written before any interviews.

What do I need to avoid?

• follow online examples too closely
• use your undergraduate UCAS application as a template
• be negative
• lie or exaggerate
• use clichés, gimmicks, humour, over-used words such as 'passion' or Americanisms
• include inspirational quotes
• make pleading/begging statements
• needlessly flatter the organisation
• include irrelevant course modules, personal facts or extra-curricular activities
• namedrop key authors without explanation
• use overly long sentences
• repeat information found elsewhere in your application
• leave writing your personal statement to the last minute.

How should I start my Masters personal statement?

Try not to waste too much time coming up with a catchy opening. The more you try, the more contrived you'll sound and the more likely you are to fall into the trap of using clichés.

Avoid using overused phrases, such as:

• For as long as I can remember…
• From a young age…
• I am applying for this course because…
• Throughout my life I have always enjoyed…
• I have always been interested in…
• I have always been passionate about…
• I have always wanted to pursue a career in…
• Reflecting on my educational experiences…

Admissions tutors read hundreds of applications per course so the opening paragraph of your personal statement needs to get straight to the point and make a real impact. Avoid overkill statements, gimmicks and popular quotes.

If you're really struggling, come back and tackle the opening once you have written the rest.

How should I end my personal statement?

Conclusions should be short, sharp and memorable, and leave no doubt in an admissions tutor's mind that you deserve a place on a course.

The perfect ending should pull all of your key points together without waffling or repeating yourself.

Like the rest of your Masters personal statement, keep the ending simple. Be succinct and make it clear why you'll be an asset to the university and end on a positive note, with a statement about why the institution would be lucky to have you as a student.

What are admissions tutors are looking for?

• an explanation of how the course links your past and future
• an insight into your academic and non-academic abilities, and how they'll fit with the course
• evidence of your skills, commitment and enthusiasm
• knowledge of the institution's area of expertise
• reasons why you want to study at the institution
• demonstrable interest in the subject, perhaps including some academic references or readings.

Personal statement examples

The style and content of your postgraduate personal statement depends on several variables, such as the type of qualification that you're applying for - such as a  Masters degree , a conversion course or  teacher training . Here are some postgraduate personal statement templates to help you get started:

Business management personal statement

Postgraduate courses in business management are popular among graduates. To make your application stand out your personal statement needs to cover your motivations for choosing a specific course at a particular university, your career goals and how the Masters will help you achieve them. Be sure to mention relevant transferrable skills and work experience, even extra-curricular activities count. Read up on management courses .

Computer science personal statement

If you'd like to complete a Masters but studied an unrelated subject at undergraduate level you'll need to explain why you'd like to change disciplines. In the case of computer science your personal statement will need to show that you possess the technical, mathematical and analytical skills necessary, as well as demonstrate your  knowledge of the subject area. Gain an insight into the information technology sector .

Law personal statement

You'll apply for an LLM the same way you would for any other Masters, directly to the university. Whether you're undertaking a general LLM or a more specific programme, such as an LLM in human rights or international business law, you'll need to convey why you want to study the law in more depth and how this could potentially aid your career. Discover more about LLM degrees .

Nursing personal statement

If you didn't study the subject at undergraduate level but you'd like to apply for a postgraduate course in nursing your personal statement needs to convey your reasons for choosing this career path, as well as demonstrate a specific set of skills, knowledge of the working environment and relevant  experience. Find out more about working as an adult or children's nurse .

Psychology personal statement

Applications for conversion courses such as these are fairly straightforward and made directly to individual institutions. You need to explain why you want to change subjects and how your current subject will help you. Explain what experience you have that will help with your conversion subject, and what you hope to do in the future. Learn more about  psychology conversion courses .

Social work personal statement

If your Bachelors degree was in an unrelated subject but you now have ambitions to work as a social worker you'll need a Masters in social work (MSW) to qualify. Social work Masters have a substantial work placement element so you'll need to cover what you hope to achieve during this time as well as demonstrate other relevant experience. Find out more about social work courses .

PGCE primary personal statement

As well as detailing why you want to work with this particular age group, a PGCE primary personal statement should highlight the ways in which your educational background has inspired you to teach. You'll need to cover relevant skills you have gained and any related work experience, as well as demonstrate your knowledge of the primary national curriculum. Read up on PGCEs .

PGCE secondary personal statement

You'll need to cover why you want to teach at secondary level while also acknowledging the pressures and challenges of working with older pupils. As you'll be teaching a specific subject, you'll need to evidence your knowledge in this area and demonstrate how your first degree was relevant. It's also essential to highlight any related work or voluntary experience. Learn more about teaching personal statements .

Find out more

• Search postgraduate courses .
• Find out what else you must consider when  applying for a Masters degree .
• Completed your application? Discover what  postgraduate interview questions  you may be asked.

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How to write a personal statement for Masters courses

A good personal statement can mean the difference between getting an offer and being rejected. Your personal statement should show us that you are the right person for the course.

Alternatively, you can see our advice for writing a UCAS personal statement .

Learn how to:

• plan your personal statement
• structure your personal statement
• use engaging and convincing content  and language .

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Planning your personal statement 

A personal statement is a piece of writing that you submit as part of your application. It is a statement of academic interests and should not contain any autobiographical information about your personal life.

Instead, it should show us that you are the right person for Sussex by telling us why you want to study your course , and any extra information about your achievements to date. 

See our Masters courses for more information

When you have finished planning your personal statement, you can use our  postgraduate application system  to start your application. 

You need to:

• carefully read the information required of you 
• research the course you are applying for, so that you can explain why you want to study it. If you are applying for more than one course, do not use the same statement for all applications.

The following questions may help you plan your personal statement:  

• Why do you want to study a Masters and how will it benefit you?
• How does the course fit your skill set?
• How do you stand out from the crowd - e.g. work experience?
• What are you aspiring to be/do in your future career?
• How can your work contribute to the department/University/society?

If you're applying for a subject that is in a different field to your undergraduate degree, tell us why you have decided to change your direction of study. 

Think about: 

• how you will bring fresh insight to your course as a result of your undergraduate degree
• the reasons for deciding to change your field of study
• how changing your direction of study will help you with your future career.   

Use a tight structure in your personal statement and make sure each paragraph logically follows on from the one before. 

Your personal statement must:  

• have an eye-catching and interesting introduction, and an engaging middle part and conclusion
• have an introduction that acts as a framework for the rest of your statement, with the main part of your statement detailing your interests, experience and knowledge
• be between 250 and 500 words 
• have short sentences of no more than 25-30 words
• use headings (if you wish) to break up the content - for example, 'Why this university?' 'Why this subject?' 'Ability', 'Personal experience' and 'Career aspirations'

'My passion for Psychology stems from my interest in how dementia affects the personality of patients living with the condition. That's why I spent my gap year working with the Alzheimer's Society, supporting patients and families by visiting them at home and holding surgeries to give them and carers someone to talk to.'

'It was not until my grandmother was diagnosed with Parkinson’s disease and ischaemic dementia that the link between brain functioning and cognition became a passion. The enormity of the precision at which the brain functions to produce our cognitive abilities, socially acceptable behaviours and intricate physiological processes astounded me. I found myself questioning the cognitive functions and human behaviours I had previously just accepted, desperate to understand how the unseen and seemingly small entities within the brain could impact our daily behaviour.'

• the conclusion should sum up your main points, reflect on your main accomplishments and clearly show your desire to study.

Your personal statement is where you show us your commitment, dedication and motivation for studying the course. It is your chance to show us the course is for you.

Your personal statement should:  

• give strong reasons as to why you want to study the course at Sussex. This could be for your future career or because of the University's reputation
• mention relevant study - including projects, dissertations, essays - or work experience 
• provide evidence of your key skills including, research, critical thinking, communication, organisation, planning and time-management and show how you can contribute to the department
• show what makes you stand out as a candidate
• explain who your main influences have been and why
• draw on your other experiences: for example are you a member of a society, have you written any papers or won any awards, scholarships or prizes?
• highlight your career aspirations and show how the course will help you achieve them.  

See an example personal statement [PDF 31.95KB]  

Your tone should be positive and enthusiastic. It should show your willingness to learn and persuade us you have what it takes to suceed on one of our courses. 

You should:  

• use fresh and exciting language to make your application stand out, and use engaging opening paragraphs
• use accurate grammar, punctuation and spelling 
• use clear language in short sentences and avoid extravagant claims

Example: 

Don't:  'I was inspired by the University's world-renowned researchers and world-leading facilities.'

Do:  'I was inspired to study Animal Biology because of the groundbreaking work into the behaviour of bees that is being led by Sussex Professor Francis Ratnieks. I follow the work of the University of Sussex Laboratory of Apiculture and Social Insects and would be proud to study in such a renowned department and contribute to its highly ranked research.'

•  proofread your statement and ask a friend or relative to read it. 

You might also be interested in:

• our Masters courses
• postgraduate application system guide
• student support
• how to apply for a Masters course

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Personal Statement Help

What is a personal statement.

A personal statement is an essay written by a student applying to either a college or university. A personal statement is written and then uploaded to UCAS and is then attached to any university applications that the student may then make.

If you need more information check out our personal statement advice articles .

How to write a personal statement

There isn't a clearly defined personal statement template for you to use as each person's statement is different.

When it comes to writing a personal statement for universities, your personal statement should touch on your passions, your interest in the course, why you're applying for the course and why you would be an asset to the university you're applying to.

Talk about the clubs and societies that you belong to, any work experience you may have and any awards you might have won.

If you're still looking for information check out our article on how to write a personal statement .

How to start a personal statement

When it comes to starting your personal statement, the best thing to do is to be succinct and to have enough tantalising information to keep the reader informed and eager for more.

Your introduction should touch on your personal qualities and why you are applying for the subject you're applying for. Keeping things short and sweet means that it also allows you to break your personal statement up, which makes it easier for the reader.

We have plenty of advice for students that are wondering about what to include in a personal statement .

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Personal Statements for Further Study

A personal statement is your chance to explain your motivation for applying and why you are a great candidate for the course..

Guidelines given vary from the simple “Provide evidence in support of your application” to the more common “Tell us why you are interested in the course to which you have applied. Describe your academic interests and reasons for applying to XXX”. For some courses there may be a much more prescriptive and structured approach, requiring you to write a series of shorter responses to specific questions relating to your motivation, experience and suitability for the course. You may also come across some institutions that ask you to reflect on how you might add to the diversity of a cohort should your application be successful.  

If you are applying to more than one university, each statement will need a different emphasis – do not use the same statement for all applications.  

In your statement, you should demonstrate:

• Motivation, enthusiasm, and a clear understanding of why you are making the application to this particular course, and to this particular institution.
• How your academic background and other experiences have shaped your decision to apply and how the course contributes to your plans for the future.
• Evidence that you have the ability, experience, skills and motivation to successfully contribute to the course, and to complete it.

Structure and Content

The opening paragraph sets the framework for the rest of the statement, think of it as your ‘trailer’. This is where you can grab the reader’s attention or lose it… You might start with a powerful anecdote, a brief narrative of your initial inspiration, or a thought-provoking statement linked to your academic interests.

Within the main body of the essay you should aim to cover:

Why you want to study this topic or field

Is it a natural extension of your current interests? How did you become interested in this area? Why does it continue to fascinate you? What have you done within your degree or outside of your study to fuel this interest? Would the course provide a step towards a longer-term goal?

Why you have chosen this specific course and institution

Are there particular options or modules that interest you? Is there particular expertise in that department? Has access to specific resources such as museum collections, libraries or laboratory equipment been a factor? Has the reputation (through recommendations or other means) of the course inspired you? Are you attracted by opportunities for collaboration or work placements? Have you attended any Open Days or other visits?

How your experience equips you for the course

Consider the subjects you studied at undergraduate level; your relevant skills (technical, language, computing, research methods); independent study or research; prior (relevant) experience; academic awards and other achievements. The focus here is likely to be on your academic suitability for the course, but if you have relevant work experience or extra-curricular activities that provide further evidence of your interest or ability then include them too. Your non-academic achievements might also provide evidence of project management, resilience, effective communication and so on.

Where the course might lead you

You don’t need to have a detailed career plan, but you do need to show how this course fits in with your general aspirations. Are you intending to continue on to a PhD? Do you have a broad interest in contributing to a particular issue or field, e.g. social enterprise, public policy, human rights, sustainability? Or do you have a more specific goal in mind? How will your chosen course help you to achieve your goals?

Closing paragraph

Use your closing paragraph to summarise your application, return to any themes you introduced at the beginning, and to restate your enthusiasm for the course.

Practical Advice

• Writing effective personal statements takes time. Expect to go through several drafts and ask tutors, peers, careers advisers and others to review your statement before you submit it.
• Good English, grammar and spelling are essential. Avoid jargon and make sure it can be understood by non-experts. 
• Keep the tone positive, fresh and lively in order to convey enthusiasm and make yourself stand out, but remember that this is a document introducing you in a professional capacity.
• It’s a good idea to mention relevant individuals whose work has truly inspired you, but avoid name-dropping for the sake of it, and excessive and evidence-free flattery of the institution or the course.
• If you refer to any papers or books then reference these correctly in a bibliography at the end of the statement.
• Pay attention to any word limits. If none are stated then aim for no more than two sides of A4 or 1000-1500 words.
• It is usually possible to apply for multiple courses at a single institution. Many (including Oxford) will require you to complete a separate application form for each course that you wish to apply for.

Research Proposals

For many PhD and some research Masters applications the personal statement is often accompanied by a research proposal – a document that sets out your research interests and proposed area of study. The detail required in this section varies hugely for different disciplines. For some science subjects it may simply be a list, in order of preference, of the named PhD projects you wish to be considered for. However, for most areas – and especially in the arts, humanities and social sciences – you will need to devote a considerable amount of time to developing your ideas, discussing them with potential supervisors and writing a proposal. Your academic tutors should be able to give you some guidance on writing research proposals, and there is some useful advice from  Vitae  and from  Find a PhD .

Admission Essays for US Graduate Schools

The information in this handout applies also to applications to American universities. However, there are subtle differences in the style and approach to essays aimed at the US context. A statement written for the US is likely to feel more personal; think of it as your academic biography – setting out your inspiration for the academic path you have followed in the past, the present and into the future. The Careers Service runs a workshop on US applications early each Michaelmas Term. The Fulbright Educational Advisory Service  also publishes guidelines on completing US applications. US university career services often provide useful advice on writing graduate school admissions essays. See for example: MIT graduate school essay advice , UC Berkeley advice on writing graduate admissions statements , UNC application essay advice and Yale advice on writing personal statements for graduate school.

Teacher Training Applications

The personal statement for postgraduate teacher training is the key part of your application. The question is quite prescriptive, and your focus should be on your motivation for becoming a teacher: particularly how your teaching and other experiences have contributed. Ideally you should also set out how these have helped you to understand the role, and the sort of teacher you aspire to be. The Careers Service runs a workshop on careers in teaching each Michaelmas Term, which includes advice about the application process. For more information, see the Careers Service information on Teaching in Schools .

Graduate Entry Medicine

Applications to graduate entry medicine courses are submitted via UCAS and include a personal statement. Much of the advice in this document also applies to medicine applications, but you are likely to need to place considerable emphasis on the relevant work experience you have gained prior to your application.

See Careers Service's information on Medicine as a Second Degree  for further information.

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Personal statements

Do I need a personal statement?

Your personal statement should refer specifically to your reasons for wishing to study in the UK, and why you have chosen your area of study.

For UK applicants, you don't need to provide a personal statement with your application unless you are applying for:

• a Pre-Registration Masters course
• our MA Social Work
• a Masters course within our Department of Psychosocial and Psychoanalytic Studies
• the Essex MBA

Please check our  course pages  for specific entry requirements for all of our Masters courses.

How to write your personal statement

This is your chance to personalise your application. It’s a great opportunity to showcase your suitability and passion for your subject. Your goal should be to convince our postgraduate admissions tutors that you are capable and motivated. Your personal statement needs to show why you want to study at the University of Essex. Clear connections between your most recent study and experience with your chosen Masters courses are essential and you should provide a commentary on reasons for your choice. You should also demonstrate how postgraduate study will build on your current level of learning.

Getting started

Why do you want to do your course .

You should express your enthusiasm and motivation to study the course. Don’t just try to write what you think our postgraduate admissions tutors want to hear, talk about your own reasons. Write about any projects, dissertations or extended essays that are relevant or demonstrate relevant skills. Mention any prizes you've won, as well as any travel, time studying abroad and relevant employment you think may make you a good candidate for your course.  

Why your subject?

Be clear about your subject choice. When did you become interested in this subject and what have you learned about it so far? What insights have you gained? How have you learned about this subject, for example through classes, seminars, work, or even conversations with academic staff? 

How is your first degree relevant now? 

Highlight any assignments or projects which are relevant or where you’ve done well. Include relevant skills you've gained, for example computing, knowledge of data analysis software, or relevant scientific techniques etc. Explain any circumstances that may have affected your academic results, that you think should be considered. 

Why Essex? 

Give reasons why you have chosen to study at Essex and prove that you are familiar with who we are and what we stand for. Explain what you feel Essex has to offer, why that appeals to you, and how you will be able to contribute. 

Are there specific academic staff members you want to work with? 

You may want to research who you will be working with so that you can explain why you would like to work with them and what you will learn from them. Focus on what academic publications they've written and what their research is on, then explain why this interests you.

How are you going to step up to the advanced level of postgraduate study? 

Our postgraduate admissions selectors want to be convinced that you are going to cope well with this a level of study. 

What personal skills can you offer? 

Demonstrate that you’ve done your homework about the course you're applying for and that you’ve seriously considered your strengths and weaknesses for postgraduate study. If you have worked during vacations, what skills have you gained? These might include team working, communication or working under pressure. Have you had to overcome any obstacles or hardships in your life? This may show evidence of determination. 

What are your career aims? 

You may not have clear focus on what you want to do after you graduate from Essex, but you should have some ideas. A clear direction will strengthen your commitment to do well in your studies and selectors will know this. Your desire to become a lawyer or lecturer, for example, should be a logical result of specific experience in your statement.

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• Your Personal Statement

Writing a UCAS Personal Statement

How to write a ucas personal statement.

A personal statement is part of your application to study at a UK university . In a personal statement, the student writes about what they hope to achieve on a UK university course , what they hope to do after the course and why they are applying to this particular university. It is your first chance to show a demonstrable passion and understanding of your chosen subject away from exam results.

SI-UK will edit your personal statement and ensure the English is clear and grammatically correct. Arrange a free consultation  in Nairobi or Mombasa today to learn more.

What do I include in my Personal Statement?

• Your career aspirations
• How you became interested in studying the  subject
• What, if any, relevant work experience you have undertaken that is related to the  course or subject
• What aspects of your previous education you have found the most interesting
• What attracted you to the particular  university
• Other relevant academic interests and passions which display positive character and personality

Genuine experiences of extra-curricular clubs, work experience or knowledge around a subject are much more likely to make your personal statement stand out, while admissions officers are also for looking for positive evidence of your character which will make you a productive member of the university

How long should my Personal Statement be?

The length of a personal statement varies depending on the university, but generally the average length for an  undergraduate application is between 400-600 words, around one side of A4 paper or a maximum of 47 lines. Certain  postgraduate programmes may require a 1000 word personal statement, but this will be clearly specified.

Try not to go over the given character limit as admissions officers have many personal statements to go through, and a clearly written and concise personal statement is more likely to stand out.

What are common Personal Statement errors?

• The personal statement is too short/long
• The personal statement does not include important information/includes negative information
• The personal statement has a confusing structure

It is also important to not lie about any aspect of your personal life and education history, or even exaggerate. Admissions officers will question you about almost all aspects of your application and will be able to see through any lies.

Personal Statement Tips

• Express a passion for your  subject
• Start the statement strongly to grab an admission officers attention
• Link outside interests and passions to your course
• Be honest, but don’t include negative information
• Don’t attempt to sound too clever
• Don’t leave it the last minute, prepare ahead of the deadline
• Have friends and family proof read it
• Don’t duplicate material from your  CV/resume

In terms of presentation, attempt to create five clear paragraphs of text in a clear font such as Arial or Times New Roman, with a maximum size of 12.

How SI-UK can help

Once you have completed your personal statement, visit SI-UK in Nairobi or Mombasa for a free consultation .

We can edit your personal statement and ensure the English is clear and grammatically correct. Once this process is complete, we will return your personal statement within 1-3 working days.

Personal Statement Example

Please see below for an example of a personal statement to a Development Studies course.

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‘Children are being used as a football’: Hilary Cass on her review of gender identity services

Paediatrician’s anger about how NHS England has cared for generation of vulnerable children is barely disguised

I n the autumn of 2019, leading consultant paediatrician Hilary Cass agreed to conduct a review of international research into puberty blockers for NHS England. She expected it to be a short, straightforward task.

“I thought it would be couple of afternoons a month for six months and then I could go home and get on with my retirement,” she said, laughing wryly, on the morning before the publication of her review into gender identity services, a project that has become one of the most controversial evidence review projects in recent medical history.

The work has developed into “a 24-hour a day obsession to try to help improve things” and has placed her at the vortex of a debate she describes as toxic, politicised and ideological.

Cass’s review is written in a calmly clinical tone but there are moments when her anger about how NHS England has cared for a generation of vulnerable children is barely disguised.

Clinicians have become “fearful”. The available evidence is “poor” . Her efforts to conduct a vital and comprehensive study into the outcomes of all 9,000 children and adolescents treated at the Tavistock and Portman gender identity development service (Gids) clinic between 2009 and 2020 were “thwarted”.

Cass knows her recommendations will be hugely controversial and that some children waiting for treatment will be dismayed by her conclusions but she is adamant that she has young people’s best interests at heart.

“We’ve let them down because the research isn’t good enough and we haven’t got good data,” she said.

“The toxicity of the debate is perpetuated by adults, and that itself is unfair to the children who are caught in the middle of it. The children are being used as a football and this is a group that we should be showing more compassion to.”

The scope of her review is huge; she has set out to review all the available evidence on which gender medicine has been based globally, as well as trying to answer the puzzling question of why the numbers of children seeking referrals to gender clinics in the UK and in other developed countries began an exponential rise in around 2014, and why so many more girls began seeking treatment. (In 2011-12 there were just under 250 referrals to the service; in 2021-22 this had risen to more than 5,000 referrals.)

She has also been charged with making clear recommendations about how services can be improved, in the wake of the closure of the Tavistock clinic’s Gids clinic last month, a closure which came about as a result of her interim research. In the future she wants services to offer a broad range of interventions, rather that having “tunnel vision” on gender.

She is not even sure that future clinics should have gender in the name, noting that we should “move away from just calling these gender services because young people are not just defined by their gender”.

Cass says it is not her job to comment on whether some professionals should face disciplinary proceedings for their role in what has gone wrong.

“I don’t think you can point a finger at anyone in particular; it’s been a system failure,” she said.

“The toxicity of the debate has been so great that people have become afraid to work in this area.”

Medical professionals experienced a sense of fear “of being called transphobic if you take a more cautious approach”, she said.

Others were worried that they might be accused of conducting “conversion therapy if, again, they take a cautious or exploratory approach” and some clinicians expressed “fearfulness about what colleagues might say if they speak up and express an opinion that is not consistent with theirs”.

The consequence of this rising nervousness among clinicians over the past 15 years has been that many children exploring their gender (which Cass describes as “a normal process” in adolescence, not necessarily requiring any NHS input) have been prematurely diverted towards chronically oversubscribed specialist clinics, and left sitting on waiting lists for years, without any support.

“There are many more young people now who question their gender; what’s really important is they have a space to be able to talk to somebody about that and to work that through.

“The problem has been that whilst they’ve sat on a waiting list, they just haven’t had that help. They’ve just had the internet to help them and that’s not always helpful.

“Sometimes they’ve come to a premature conclusion and foreclosed options, when there might have been many different ways of resolving their distress. The aspiration – and I’m under no illusions this is going to happen quickly – is that they should have someone to talk to much earlier on before they narrow their options.”

Cass believes that for a minority of young people medical transition will be the right option, but she is clear that there is no solid evidence basis justifying the use of hormones for children and adolescents.

Her earlier research has led to a decision by NHS England to stop prescribing puberty blockers to children and the new research recommends “extreme caution” before prescribing masculinising and feminising hormones to under-18s.

“We’ve got it locked into this focus on medical interventions. And certainly some of the young adults said to us, they wish they’d known when they were younger, that there were more ways of being trans than just a binary medical transition,” she said.

A long section of her report looks at whether nature, nurture or other factors best help explain the soaring numbers of referrals to gender clinics. Cass’s conclusions are nuanced, but she acknowledges that Generation Z are facing unprecedented exposure to social media and the internet.

“It’s a social experiment – we don’t know what that’s done for the generation that’s coming through – what has been good and what is bad,” she said.

“Biology hasn’t changed in the last few years so it’s not that that’s changed things … we do have to think very seriously about the impact of social media, not just in terms of influencers, but about the effect of long hours on social media.”

She added: “There was some very dangerous influencing going on. Some of them give them very unbalanced information. Some were told parents would not understand so that they had to actively separate from their parents or distance their parents; all the evidence shows that that family support is really key to people’s wellbeing,” she said.

She acknowledged that some children may have been harmed by being misprescribed hormone treatments, but she said it was impossible to say how many. “We really don’t know how many children have benefited versus how many children and young people have been harmed because we haven’t got the adequate follow-through data. We urgently need to get that information.”

It was “unbelievably disappointing” that the research study she had hoped to conduct to look at the outcomes of 9,000 former Tavistock patients had been blocked by the adult gender clinics, who refused to contact former patients for permission on her behalf.

The former health secretary Sajid Javid had changed legislation to allow researchers to link pre- and post-transition NHS numbers, but the research had to be abandoned when all but one of the adult clinics refused to cooperate, Cass said.

“I do think it was coordinated. It seemed to me to be ideologically driven,” she said. “There was no substantive reason for it. So I can only really conclude that it was because they didn’t feel that it was the right thing to do to try and nail down this data.”

Cass said she had a distant relative who had had a trans identity, but that her outlook had not been influenced by this connection.

“They were of a different generation and transitioned very late in life; I don’t think there were any transferrable messages really, to sort of this group of young people,” she said.

• Transgender
• Young people

More on this story

Cass review must be used as ‘watershed moment’ for NHS gender services, says Streeting

‘This isn’t how good scientific debate happens’: academics on culture of fear in gender medicine research

Five thousand children with gender-related distress awaiting NHS care in England

Ban on children’s puberty blockers to be enforced in private sector in England

What Cass review says about surge in children seeking gender services

Adult transgender clinics in England face inquiry into patient care

Thousands of children unsure of gender identity ‘let down by NHS’, report finds

Review of gender services has major implications for mental health services

What are the key findings of the NHS gender identity review?

Mother criticises ‘agenda from above’ after release of Cass report

Most viewed.

Breakthrough promises secure quantum computing at home

The full power of next-generation quantum computing could soon be harnessed by millions of individuals and companies, thanks to a breakthrough by scientists at Oxford University Physics guaranteeing security and privacy. This advance promises to unlock the transformative potential of cloud-based quantum computing and is detailed in a new study published in the influential U.S. scientific journal Physical Review Letters .

Never in history have the issues surrounding privacy of data and code been more urgently debated than in the present era of cloud computing and artificial intelligence. As quantum computers become more capable, people will seek to use them with complete security and privacy over networks, and our new results mark a step change in capability in this respect. Professor David Lucas , Oxford University Physics

Quantum computing is developing rapidly, paving the way for new applications which could transform services in many areas like healthcare and financial services. It works in a fundamentally different way to conventional computing and is potentially far more powerful. However, it currently requires controlled conditions to remain stable and there are concerns around data authenticity and the effectiveness of current security and encryption systems.

Several leading providers of cloud-based services, like Google, Amazon, and IBM, already separately offer some elements of quantum computing. Safeguarding the privacy and security of customer data is a vital precursor to scaling up and expending its use, and for the development of new applications as the technology advances. The new study by researchers at Oxford University Physics addresses these challenges.

‘We have shown for the first time that quantum computing in the cloud can be accessed in a scalable, practical way which will also give people complete security and privacy of data, plus the ability to verify its authenticity,’ said Professor David Lucas , who co-heads the Oxford University Physics research team and is lead scientist at the UK Quantum Computing and Simulation Hub, led from Oxford University Physics.

In the new study, the researchers use an approach dubbed “blind quantum computing”, which connects two totally separate quantum computing entities – potentially an individual at home or in an office accessing a cloud server – in a completely secure way. Importantly, their new methods could be scaled up to large quantum computations.

‘Using blind quantum computing, clients can access remote quantum computers to process confidential data with secret algorithms and even verify the results are correct, without revealing any useful information. Realising this concept is a big step forward in both quantum computing and keeping our information safe online’ said study lead Dr Peter Drmota , of Oxford University Physics.

The results could ultimately lead to commercial development of devices to plug into laptops, to safeguard data when people are using quantum cloud computing services.

Researchers exploring quantum computing and technologies at Oxford University Physics have access to the state-of-the-art Beecroft laboratory facility , specially constructed to create stable and secure conditions including eliminating vibration.

Funding for the research came from the UK Quantum Computing and Simulation (QCS) Hub, with scientists from the UK National Quantum Computing Centre, the Paris-Sorbonne University, the University of Edinburgh, and the University of Maryland, collaborating on the work.

The study ‘Verifiable blind quantum computing with trapped ions and single photons’ has been published in Physical Review Letters .

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Menopausal hormone therapy and the female brain: leveraging neuroimaging and prescription registry data from the UK Biobank cohort.

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• ORCID record for Ann-Marie G. de Lange
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Background and Objectives: Menopausal hormone therapy (MHT) is generally thought to be neuroprotective, yet results have been inconsistent. Here, we present a comprehensive study of MHT use and brain characteristics in middle- to older aged females from the UK Biobank, assessing detailed MHT data, APOE ε4 genotype, and tissue-specific gray (GM) and white matter (WM) brain age gap (BAG), as well as hippocampal and white matter hyperintensity (WMH) volumes. Methods: A total of 19,846 females with magnetic resonance imaging data were included (current-users = 1,153, 60.1 ± 6.8 years; past-users = 6,681, 67.5 ± 6.2 years; never-users = 12,012, mean age 61.6 ± 7.1 years;). For a sub-sample (n = 538), MHT prescription data was extracted from primary care records. Brain measures were derived from T1-, T2- and diffusion-weighted images. We fitted regression models to test for associations between the brain measures and MHT variables including user status, age at initiation, dosage and duration, formulation, route of administration, and type (i.e., bioidentical vs synthetic), as well as active ingredient (e.g., estradiol hemihydrate). We further tested for differences in brain measures among MHT users with and without a history of hysterectomy ± bilateral oophorectomy and examined associations by APOE ε4 status. Results: We found significantly higher GM and WM BAG (i.e., older brain age relative to chronological age) as well as smaller left and right hippocampus volumes in current MHT users, not past users, compared to never-users. Effects were modest, with the largest effect size indicating a group difference of 0.77 years (~9 months) for GM BAG. Among MHT users, we found no significant associations between age at MHT initiation and brain measures. Longer duration of use and older age at last use post menopause was associated with higher GM and WM BAG, larger WMH volume, and smaller left and right hippocampal volumes. MHT users with a history of hysterectomy ± bilateral oophorectomy showed lower GM BAG relative to MHT users without such history. Although we found smaller hippocampus volumes in carriers of two APOE ε4 alleles compared to non-carriers, we found no interactions with MHT variables. In the sub-sample with prescription data, we found no significant associations between detailed MHT variables and brain measures after adjusting for multiple comparisons. Discussion: Our results indicate that population-level associations between MHT use, and female brain health might vary depending on duration of use and past surgical history. Future research is crucial to establish causality, dissect interactions between menopause-related neurological changes and MHT use, and determine individual-level implications to advance precision medicine in female health care.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

This study was funded by Research Council of Norway (LTW: 223273, 249795, 273345, 298646, 300768), the South-Eastern Norway Regional Health Authority (CB: 2023037, 2022103; LTW: 2018076, 2019101), the European Research Council under the European Union's Horizon 2020 research and innovation programme (LTW: 802998), the Swiss National Science Foundation (AMGdL: PZ00P3_193658), the Canadian Institutes for Health Research (LAMG: PJT-173554), the Treliving Family Chair in Women's Mental Health at the Centre for Addiction and Mental Health (LAMG), womenmind™ at the Centre for Addiction and Mental Health (LAMG, BHL), the Ann S. Bowers Women's Brain Health Initiative (EGJ), and the National Institutes of Health (EGJ: AG063843).

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

The study used only openly available human data from the UK Biobank. The data that support the findings of this study are available through the UK Biobank application procedure (https://www.ukbiobank.ac.uk/enable-your-research/register).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

The lead author of reference 76 reached out to clarify a misunderstanding from our side. Hence, we changed the following sentences: Version 1: "However, some of these studies relied on comparing surgery to no surgery 69, 72 without taking MHT use into account 75, or investigated the effect of surgery with MHT relative to no surgery without MHT. For instance, a 2023 study highlighted that estrogen-only use in females with hysterectomy was associated with increased dementia rates relative to never-users without surgery 76." Version 2: "However, some of these studies relied on comparing surgery to no surgery 69, 72 without taking MHT use into account 75, or investigated the effect of surgery with MHT relative to surgery without MHT. For instance, a 2023 study highlighted that estrogen-only use in females with hysterectomy was associated with increased dementia rates relative to females with hysterectomy who never used MHT 76."

Data Availability

The data that support the findings of this study are available through the UK Biobank application procedure.

https://www.ukbiobank.ac.uk/enable-your-research/register

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Minister Miller issues statement on international student allocations for provinces and territories

From: Immigration, Refugees and Citizenship Canada

The Honourable Marc Miller, Minister of Immigration, Refugees and Citizenship, issued the following statement

Ottawa, April 5, 2024— The Honourable Marc Miller, Minister of Immigration, Refugees and Citizenship, issued the following statement:

“On January 22, I announced a national cap on study permit applications to address the rapid increase of international students in Canada. Provincial and territorial allocations for 2024 have now been finalized. I would like to take this opportunity to share those figures and explain how we made these decisions.

Net zero first year growth model

“The national cap is based on the amount of expiring study permits this year. This means that the number of international students coming to Canada in 2024 should be the same as the number of students whose permits expire this year. For 2024, the target is 485,000 approved study permits.

“About 20% of students apply for an extension each year and remain in the country. Therefore, IRCC subtracted that amount (97,000) from the target of 485,000 and set aside a small buffer to allow for other variations, resulting in a revised target of 364,000 approved study permits in 2024.

“Accordingly, based on the national approval rate of 60% for study permit applications, the target of 364,000 approved study permits translates into a cap of 606,000 study permit applications received for 2024.

“Some international students are exempt from the cap, such as primary and secondary school students and master’s or doctoral degree students. IRCC deducted the estimated volume of these groups (140,000 based on 2023 data) from the 2024 target number of approved study permits. This resulted in a target of 236,000 approved study permits for 2024, which converts to roughly 393,000 study permit applications to be allocated.

Finalizing provincial and territorial allocations

“IRCC distributed the adjusted number of study permit applications, 393,000, based on the population share of each province and territory. Under this model, some provinces and territories would get more students in 2024 than in 2023, while others would see fewer new students.

“For provinces that would receive more international students in 2024 than in 2023 based on population share, we adjusted their allocation to limit growth to 10% compared to 2023.

“For provinces that would receive fewer international students in 2024 than in 2023, we adjusted their allocation to lessen the negative impact in the first year and support broader regional immigration goals.

“IRCC also topped up allocations for provinces whose approval rate was lower than 60%. The top­-ups will help provinces with lower approval rates reach their expected number of approved study permits in 2024.

“As a result, a total of about 552,000 study permit applications have been allocated to provinces and territories under the national cap. These allocations are expected to yield approximately 292,000 approved study permits, representing a 28% reduction from 2023 for the groups included under the cap.

“Many variables may influence the number of new international students who arrive in Canada in 2024, for example

• provinces and territories with room to grow may not end up using their full allocations
• approval rates may change
• in-year adjustments may be required

“These results will help me make decisions on allocations for 2025. I have included the full allocation model below.

“We will continue to work collaboratively with provinces and territories to strengthen the International Student Program and to provide international students with the supports they need to succeed in Canada.”

Allocation model

For further information (media only), please contact:

Bahoz Dara Aziz Press Secretary Minister’s Office Immigration, Refugees and Citizenship Canada [email protected]

Media Relations Communications Sector Immigration, Refugees and Citizenship Canada 613-952-1650 [email protected]

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