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Some courses have different deadlines, and many are a long time in advance of the start of the course. Find out which deadline applies to you, and what you need to do by that deadline.

If you no longer want to go to your firm choice, you can use the ‘Decline your place’ button in your application.

Thinking about taking a year out? Here’s how.

Whether you are a careers adviser, or a teacher supporting students, you'll need to continually reflect on your careers practice to keep improving the value of what you do. We can help with some of this...

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

A new start can make you feel excited and nervous – there’s a lot to think about.

Get your message into inboxes, reliably and consistently, via trusted UCAS email campaigns.

Organising events in your school or college is a great way to help students make smart choices about higher education (HE) or find alternative routes. There’s a wealth of activities outside school too.

If you've used all five choices on your application, and you're not holding any offers, you could still find a place using Extra – it's free!

Don’t leave applying until the last minute as there’s quite a bit to do – but you don’t need to complete the application all at once. Read our advice below to help you through the application process, step by step.

If your child has their heart set on university halls, they’ll need to do their research and apply early. Places aren’t always guaranteed, so it’s important to encourage them to think about alternative accommodation, which can be equally fun and provide a safe living environment.

We hope you found the resources inside our May adviser pack useful.

All the information you need to guide your students through the application process.

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

This good practice briefing is written for staff working in universities and colleges and supports the introduction of the new flag to identify estranged students in the UCAS application for 2023 entry. We have worked with Stand Alone to outline the common challenges for these students, share examples of good practice being done around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

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

This briefing is for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify applicants who have been in receipt of free school meals (FSM). Here, we outline the common challenges for these students, share examples of good practice around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.

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

This good practice briefing is written for staff working in universities and colleges and supports the introduction of the new UCAS flag to identify students with caring responsibilities from 2023 entry. We have worked with the Carers Trust to outline the common challenges for these students, share examples of good practice being done around the UK to improve access to and success in higher education, and provide considerations ahead of the new question.