Unite Students Applicant Index 2026

Unite Students Applicant Index 2026 In partnership with

Contents 2 Applicant Index Report 2026 1 Introduction 3 Foreword – Joe Lister 4 Foreword – Nick Hillman 5 Executive summary 6 Applicant Index scores 8 Introducing the themes 9 2 Thematic analysis 10 Finance 11 Social 19 Community 22 Wellbeing 24 Resilience 30 Learning 31 Employment 33 Independence 35 Sustainability 39 3 Belonging, equity and inclusion 40 Care experienced and estranged applicants 41 Neurodivergent applicants 43 4 Appendices 44 Appendices 45

Introduction 1 Applicant Index Report 2026 3 Back to contents Thematic analysis Appendices Introduction Belonging, equity and inclusion

Foreword 4 Thematic analysis Appendices Introduction Applicant Index Report 2026 Foreword The Applicant Index gives us an early view of the next student cohort and the choices they are making ahead of the new academic year. Now in its fifth year, the Index also allows us to see how those perspectives are evolving over time. While each cohort brings its own nuances, a clear picture has emerged of consistent ambition and a strong, enduring desire to go to university. This year’s findings show that applicants remain focused on the opportunities higher education can offer, but they are also weighing up those choices carefully. Financial considerations, confidence and access to support are all shaping their decisions. Many are adjusting their plans in response to those factors, but the wider student experience still matters a great deal to them. This year’s applicants are realistic about the pressures they may face. Confidence is slightly lower in several areas, from finances and wellbeing to social support and resilience, which makes the activities and services that help students feel connected and supported more important than ever. Over a third of applicants say they have missed learning because of their mental health, and some expect that to continue into higher education, with important implications for attendance, support, continuation and attainment across the sector. The data also reminds us that some students are starting higher education at more of a disadvantage than others. LGBTQ+ applicants, disabled and neurodivergent applicants, and those who are care experienced or estranged continue to report lower confidence and higher loneliness. Many will go on to thrive, but it is important that universities and their partners make sure that support and social programmes are genuinely inclusive. Over the last few years, I have been determined that Unite Students should keep strengthening the building blocks of a positive student experience and continue adapting to students’ changing needs. That includes continuing to invest in the Unite Foundation, which has supported more than 800 care‑experienced and estranged students since it was established in 2012, alongside further investment in resident experience and student support. This year’s applicants have ambition and determination in abundance, but they are also facing headwinds that are not of their making. Backing their success is an investment in the future, and a sign of confidence in the value of higher education. Joe Lister Chief Executive, Unite Students Joe Lister Chief Executive, Unite Students Belonging, equity and inclusion Back to contents

Foreword 5 Thematic analysis Appendices Introduction Applicant Index Report 2026 Foreword Yet again, the Unite Students’ Applicant Index reveals the reality of life for those on the cusp of higher education. They are both excited and daunted by the next – more independent – stage of their lives. The pages that follow reflect the changing nature of the student experience in very useful detail. For example, the overwhelming majority of applicants now expect to undertake term-time employment alongside their studies, and this has indeed become the norm among full-time undergraduates over the past few years. This serves as a reminder that, for the majority of today’s students, higher education is qualitatively different from how it was even in the fairly recent past, let alone back in the more distant days when most of today’s senior policymakers were studying for their degrees. Parents electronically tracking their far-flung student offspring is just another significant recent change and the nuanced findings on this do particularly stand out this year – while also reminding us of the importance of surveying each cohort afresh, as some things change year on year while others stay the same. This year’s findings also highlight (yet again) the real challenges young people face in terms of mental health, loneliness and general wellbeing. It is a hard time to be young, but these results should at least usefully help higher education institutions and student accommodation providers prepare for the next wave of incoming freshers. As with all such robust representative surveys, we see that young people are sensible, cautious and anxious, but also that they know their own minds and are ambitious about their futures. No one could look at these results and despair of the next generation. So despite the salutary lessons contained herein, the key takeaway is actually a constructive and positive one: young people are yearning to better themselves by joining communities rife with social connections, academic opportunities and rich extra-curricular activities. Unlike some of those in positions of influence, school leavers believe higher education remains worthwhile. Today’s applicants – quite rightly – want to taste the same benefits that their predecessors have had, even if both students and the institutions they attend could do with more support to maximise the full range of those benefits. Nick Hillman Director, the Higher Education Policy Institute (HEPI) Nick Hillman Director, the Higher Education Policy Institute (HEPI) Belonging, equity and inclusion Back to contents

Executive summary 6 Thematic analysis Appendices Introduction Applicant Index Report 2026 Executive summary The fifth Applicant Index shows that the 2026 applicant cohort remains strongly motivated by the opportunities higher education offers. The wider experience of university life continues to matter deeply, and most applicants still expect to live away from home rather than commute. Overall, the picture is one of sustained demand: students continue to be ambitious about what university can offer and are drawn to the experience of living and learning independently. This year’s applicants are approaching higher education in a more thoughtful and deliberate way. They are making practical decisions about how to make university work for them, balancing study with part-time work and thinking carefully about how they will manage day-to-day life. Many expect to work during term time, not only to support themselves but also to build skills and experience alongside their studies. These choices reflect a cohort that is adapting to real-world conditions while staying focused on the long-term value of higher education. At the same time, applicants remain ambitious about what they want from their university experience. They are looking not just for academic success, but for an environment that helps them feel settled, confident and able to make the most of their time at university. While this ambition remains strong, confidence in some areas of day-to-day readiness has softened slightly compared with last year. Finance, wellbeing, learning, resilience and employment scores have all edged down, suggesting that students may need more reassurance and practical support as they transition into higher education. For the third year in a row, over a third of applicants in full-time education say they have missed learning because of their mental health, and many expect this may continue into university, representing a notable proportion of the overall cohort. This points to a more lasting shift in how students experience education and underlines the importance of environments that help make day-to-day university life feel manageable, supportive and connected from the outset. Belonging, equity and inclusion Back to contents

Executive summary 7 Thematic analysis Appendices Introduction Applicant Index Report 2026 Executive summary (Continued) Belonging is a central theme in this year’s findings. Most applicants still expect to feel welcome and to belong when they arrive, underlining how important connection, community and relationships are to the student experience. At the same time, a significant proportion report feeling lonely or less confident in their existing support networks. This highlights a clear opportunity: environments that help students build connections and feel part of a community will play a critical role in supporting a successful transition into university life. Taken together, the findings point to a cohort that is both resilient and realistic — students who are adapting their expectations and behaviours while remaining committed to their goals. They are thinking carefully about how to balance study, work and everyday life, and are looking for support that helps them manage those competing demands and succeed. Supportive and inclusive environments therefore matter more than ever. This is particularly important for groups who face greater barriers to confidence, connection and belonging, including LGBTQ+ applicants, disabled and neurodivergent applicants, and those who are care-experienced or estranged. Across the five years of the Index, these differences have remained persistent, reinforcing the importance of designing support, communication and community-building in ways that work for all students. Some aspects of readiness remain comparatively strong. Independence scores are still relatively high, and there is no evidence of a shift away from the residential experience. Students continue to want the benefits of living and learning independently, while recognising the support that may help them make the most of that transition. Overall, the 2026 Applicant Index presents a cohort whose ambitions remain intact, even as they navigate a more complex set of practical considerations. The central story is not one of decline, but of adaptation: students remain committed to higher education and the opportunities it offers, while looking for the right conditions, support and sense of belonging to help them succeed from the moment they arrive. Belonging, equity and inclusion Back to contents

Applicant Index scores 8 Thematic analysis Appendices Introduction Applicant Index Report 2026 Applicant Index scores 2022-2026 2023 2022 2024 2025 2026 58 58 57 59 59 64 64 65 65 66 70 70 70 70 71 62 63 64 63 65 65 65 66 66 71 69 70 72 71 62 64 70 62 71 68 68 67 67 68 69 70 68 71 Finance Social Community Wellbeing Resilience Learning Employment Independence Sustainability 65 Belonging, equity and inclusion Back to contents

Themes 9 Thematic analysis Appendices Introduction Applicant Index Report 2026 Introducing the themes The Finance theme combines self-rated financial means with confidence in budgeting skills to provide an overall financial health check for the cohort. A high score indicates that applicants believe they have the means and skills to meet the costs of higher education. Demographic breakdowns can help identify disadvantaged groups within the cohort. The Social theme measures the strength of existing social networks alongside confidence about “fitting in” in higher education. A high score indicates strong social confidence and confidence that the chosen higher education provider, and accommodation provider, where relevant, will offer an inclusive environment. The Community theme measures applicants’ motivation to be part of a higher education community and their desire to belong. A high score indicates a cohort that wants to belong to a diverse peer group and is willing to help build that community. Year-on-year changes show whether community orientation is strengthening or weakening. The Wellbeing theme draws on the ONS standard wellbeing indicators alongside measures of positive and negative feelings. Together, these provide a picture of the cohort’s overall wellbeing, with a higher score indicating better wellbeing. Demographic breakdowns can help identify more vulnerable groups. The Resilience theme draws on previous academic work on resilience, including the concepts of grit and learned optimism. A high score indicates a cohort able to work towards clear goals and recover from setbacks. Resilience is also shaped by experiences of inclusion and exclusion, which can influence both how it develops and how it is expressed. The Learning theme assesses academic confidence and commitment to the chosen course. A high score indicates a cohort that feels academically prepared and confident about their ability to learn in higher education. The Employment theme provides a snapshot of optimism about finding a graduate job, alongside self-rated work-related skills and experience. A high score indicates a cohort that feels prepared for the job market and confident about its prospects. The Independence theme, introduced in 2023, measures how prepared the cohort is to live independently, make decisions and access support when needed. The Sustainability theme combines concern about climate change with behaviours and personal commitment to environmental sustainability. A high score indicates a cohort that is highly concerned about climate change and willing to take everyday actions to live more sustainably. Over the past five years, the Applicant Index has consistently focused on nine core themes, enabling meaningful comparisons across successive student cohorts. Year-on-year these themes have provided valuable insight into evolving academic, financial, and social trends. Belonging, equity and inclusion Back to contents

Thematic analysis 2 10 Thematic analysis Appendices Introduction Applicant Index Report 2026 Belonging, equity and inclusion Back to contents

Finance 11 I will have enough money to cover my costs at university Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 1: Breakdown of responses to Finance theme questions 15% 17% 25% 22% 22% I have family or friends that I would feel comfortable about asking for financial help if needed 8% 11% 17% 28% 36% I am confident that I can budget and manage my money whilst at university 6% 13% 23% 29% 29% Financial issues are affecting my mental health* 18% 18% 22% 21% 21% Applicants are less confident they will have enough money to cover their costs at university and less confident in budgeting and managing money. This has an impact on mental health, with 42% agreeing that financial issues are affecting it. As in last year’s results, international applicants are more confident about their finances than domestic applicants. Only 38% of UK applicants think they will have enough money to cover their costs, compared with 74% of international applicants. However, there is no significant difference between the two groups in the impact on mental health. Among UK applicants, financial confidence drops sharply by socioeconomic group. Applicants from group A (more affluent households) are much more confident than those from group E (least affluent households) across all four questions. A major driver is the greater confidence among applicants from group A households that they can turn to family and friends for financial help (72%) compared with those in group D (30%) and group E (33%). Applicants are less confident about covering costs. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score The Finance score indicates the level of confidence in financial means and skills. 57 Down 2 from 2025 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion Back to contents

12 As in last year’s results, most applicants (87%) expect to work during term time. This year, more expect to work up to 8 hours and fewer between 8–16 hours. However, a third (32%) still expect to work more than 16 hours a week. Term time working Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Figure 2: In an average week during term-time, roughly how many hours do you expect to spend in paid employment unrelated to your course? 2025-26 2025 2026 0% 5% 10% 15% 20% 25% 30% 35% 40% Up to 8 hours 17 % 22 % Up to 16 hours 36 % 32 % Up to 24 hours 18 % 19 % Up to 32 hours 10 % 8 % Up to 40 hours 4 % 4 % More than 40 hours 4 % 3 % Drama, Film and Television joint honours applicant, Henry, 18, from Sussex, said: “I’ve always wanted to do a degree as I want to go to gain experience in my chosen subjects, and I’m confident it will give me a boost in the job market. “I plan to work part-time at university once I’ve settled in, most of my friends do too. Having a job will give me experience and I’ll use my wages so I can have a better quality of life, like going out socialising and buying things I need for my studies.” As in last year’s results, international applicants are more likely than UK applicants to expect to work during term time. The 2025 Student Academic Experience Survey suggests this expectation often translates into practice, with a higher proportion of international students working during term time. Care‑experienced and estranged applicants are more likely to expect to work, as are Black applicants compared with White applicants. If these expectations translate into working patterns, the added pressure on time and finances could further entrench long‑standing disparities, including awarding gaps. Belonging, equity and inclusion Back to contents

13 Income from employment is again almost as important as family support in covering living costs, and more significant than loans or grants. New categories introduced this year also highlight the role of savings, with 49% of applicants expecting to draw on them. Applicants are less likely to expect scholarship funding this year, reflecting the increasingly constrained finances of the higher education sector. Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Figure 3: Which of the following do you plan to use to help cover your living costs while at university? 2025-26 2025 2026 0% 25% 30% 35% 40% Family support e.g. money from parents Savings Income from employment Maintenance loan or grant 15% 10% 5% 20% Scholarship/ studentship Bank loan or overdraft 45% 55% Income from apprenticeship 50% Inheritance 53 % 51 % 49 % 45 % 45 % 40 % 38 % 26 % 20 % 13 % 10 % 7 % 20 % 20 % Sources of living cost support As expected, there are differences between home/UK and international applicants in their financial assumptions. Figure 4: Which of the following do you plan to use to help cover your living costs while at university? Home/UK v International applicants Home / UK International 0% 25% 30% 35% 40% Family support e.g. money from parents Savings Income from employment Maintenance loan or grant 15% 10% 5% 20% Scholarship/ studentship Bank loan or overdraft 45% 55% 65% Income from apprenticeship 60% 50% Inheritance 49 % 63 % 49 % 52 % 46 % 38 % 46 % 0 % 14 % 53 % 19 % 23 % 8 % 20 % 6 % 13 % UK applicants are more likely to think they will rely on income from employment and maintenance loans or grants. International applicants are more likely to anticipate family support, inheritance and bank loans or overdraft. Surprisingly, they were more likely to select “scholarship/studentships”. While scholarships for international students do exist, it is likely that other benefactors (e.g. wider family or friends) have been included in this category depending on how the terms have been translated. Similarly, “income from apprenticeship” responses may have been affected by terminology confusion. Belonging, equity and inclusion Applicants with a disability are more likely than non-disabled applicants to think they will need a bank loan or overdraft to cover living costs in higher education. This expectation is higher across all disability categories, including mental health conditions and neurodivergence, though it is slightly higher among applicants with a physical or sensory disability compared to applicants with mental health or neurodivergent conditions. Back to contents Note: Some response options were not available in last year’s survey

14 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Figure 5: When thinking about the cost of going to university, which of the following is of greatest concern to you? 2024-26 2024 2025 0% 5% 10% 15% 20% 25% 30% 35% 40% Cost of living while at university Cost of your tuition fees Cost of learning resources (e.g. software, textbooks, travel, etc.) All of these None of these 45% 42 % 42 % 43 % 17 % 24 % 21 % 14 % 10 % 11 % 20 % 19 % 19 % 6 % 5 % 6 % Greatest financial concern The cost of living remains the main financial concern, unchanged over the past three years. Around a quarter of applicants (24%) say tuition fees are their greatest concern, and this has risen steadily since 2023. Concern about tuition fees is, as expected, more common among applicants who plan to live with family, and for whom tuition is likely to be the primary cost. However, there is no difference between UK and international applicants, despite the higher fees paid by international students. International applicants are less likely to be concerned about living costs, but more likely to be concerned about learning resources, perhaps reflecting gaps in knowledge about these costs. Among those who selected cost of living as their greatest financial concern, the majority ranked accommodation (68%) and groceries (60%) in their expected top three expenses. Belonging, equity and inclusion 2025 Figure 6: You mentioned the cost of living at university was a concern, which of the following do you expect to be your biggest expenses? (Ranked Top 3) Rent / accommodation 68% Food / groceries 60% Utilities bills (e.g. gas, water, electricity) 33% Social activities (e.g. nights out, gym, sports) 32% Travel / transport / commuting 27% Base=886 (applicants who had considered a degree apprenticeship) Personal bills (e.g. phone contract, internet) 25% Additional study costs (e.g. books, printing) 15% Clothes 14% Healthcare / personal care 10% Subscriptions (e.g. Spotify, Netflix) 8% Back to contents

15 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Figure 7: How, if at all, has the cost of living affected your decisions about university? 2025-26 2025 2026 0% 5% 10% 15% 20% 25% 30% I will choose a university I can commute to The cost of living has not affected my choices I will choose different student accommodation I will choose a course/university that allows me to work part time around the timetable provided I am more restricted geographically I am more restricted in what course I can choose I can’t attend my top choice university I have changed my course choice Don’t know 24 % 24 % 26 % 29 % 23 % 23 % 26 % 16 % 15 % 12 % 10 % 10 % 10 % 7 % 7 % 6 % 6 % Impact on decision making All applicants were asked how the cost of living had affected their higher education choices. Although they could select more than one response, only a minority did so. A quarter (24%) intend to choose a higher education provider within commuting distance, and a similar proportion intend to choose a university or course that supports part‑time work. This reinforces the need for higher education providers to support commuter students and highlight work‑friendly timetabling. For some, their preferred option was out of reach: 10% were unable to choose their first-choice university. Taken together, these results suggest that student maintenance support is insufficient for a significant proportion of students. For student accommodation teams, these results reinforce demand for more affordable options: 28% of those intending to live in university accommodation and 30% of those applying for private Purpose-Built Student Accommodation (PBSA) expect to choose a different, presumably cheaper, accommodation option. Only a quarter (24%) said the cost of living had not affected their choices, with no difference between UK and international applicants. Figure 8: How likely is it that you will not go to university, for example because you withdraw your application or you don’t take up the place that is offered? 2024-26 2025 2024 2026 Not at all likely Not likely Somewhat likely Likely Very likely Don’t know 33% 32% 19% 9% 4%4% 30% 33% 20% 9% 5%3% 29% 32% 18% 10% 7% 4% Since 2024, the proportion of applicants who think it likely that they will not go into higher education has risen from 32% to 35%, with those thinking it “very likely” rising from 4% to 7%. Belonging, equity and inclusion Back to contents Note: Some response options were not available in last year’s survey

16 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 0% 5% 10% 15% 20% 25% 30% 35% 40% Financial issues Mental ill-health Not achieving the grades you need Lack of confidence Homesickness 32 % 36 % 33 % Physical ill-health Stories about university in the media Other / don’t know 21 % 29 % 21 % 27 % 27 % 28 % 22 % 25 % 24 % 15 % 17 % 17 % 13 % 14 % 15 % 10 % 14 % 14 % 5 % 8 % 12 % Figure 9: If you don’t go to university, what is most likely to be the reason? 2024-26 2025 2026 2024 Base: 706 (applicants who think it likely they will not go to university) Financial issues and mental ill-health are the most commonly cited reasons for not going to university, ahead of not achieving the grades. Mental ill-health has risen sharply as a reason, while financial issues and lack of confidence have also increased slightly since 2024. Belonging, equity and inclusion Back to contents

17 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 The value of a degree Applicants remain confident that a degree is a worthwhile investment. They also continue to value the wider university experience, including the residential experience, alongside the expected graduate premium. In a new question for 2026, applicants were asked whether they agreed that “The cost of higher education is a worthwhile investment for me”. Two thirds (65%) agreed and only 10% disagreed. Despite political debate and negative press, most still view higher education as a sound financial investment. Figure 10: The cost of higher education is a worthwhile investment for me Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree Don’t know 3% 7% 23% 40% 25% 2% This is not simply because applicants see few other options: only 19% had not considered an alternative to a degree. The most popular choices were considering a degree apprenticeship rather than a standard degree (40%) and a full-time job (36%). Degree apprenticeships were more likely to have been considered by UK applicants than international applicants (who may not be eligible to apply for a degree apprenticeship). There has also been a significant rise this year in those considering full-time work as an alternative. Figure 11: When applying for university did you seriously consider any of the following options? 2025-26 40% 35% 30% 25% 20% 15% 10% 5% Degree apprenticeship 0% Taking a full-time job Attending university later in life None of the above Other type of apprenticeship or work-related training 40% 41% 45% Distance learning (online degree while working) Other type of full-time education 36% 29% 22% 19% 21% 18% 22% 15% 13% 17% 2026 2025 Applicants who had considered a degree apprenticeship were asked why they ultimately chose a standard degree instead. The most common response was “I still wanted the university experience”, especially among those intending to live in university or private halls. Just over a quarter (27%) chose a traditional degree because they believed it would lead to a higher salary in their chosen profession than a degree apprenticeship. Belonging, equity and inclusion Back to contents Note: Some response options were not available in last year’s survey

18 Appendices Introduction Finance Thematic analysis Applicant Index Report 2026 Figure 12: You said you considered a degree apprenticeship, why did you ultimately decide on a degree instead? I still wanted the university experience 41% I believe the salary I’d get when graduating would be higher with a degree in my chosen profession compared to a degree apprenticeship 27% I couldn’t find a degree apprenticeship I liked 25% Degree apprenticeships didn’t exist for my chosen profession 21% I didn’t get the offer/opportunity I applied for 19% Base=886 (applicants who had considered a degree apprenticeship) Belonging, equity and inclusion Back to contents

Social 19 On the whole, I have good relationships with family and friends Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 13: Breakdown of responses to Social theme questions 3% 5% 15% 26% 51% I have people I can turn to in a crisis 6% 9% 16% 27% 42% I get on well with other students at my school/college 3% 7% 17% 27% 45% I’m anxious that I won’t fit in at university* 19% 16% 21% 20% 24% This year, the social index score has fallen by one point, linked to lower scores for relationships with family and friends and for having people to turn to in a crisis. International applicants are more likely to agree that they have good relationships with family and friends (86%) compared with UK applicants (76%). Among UK applicants, those from more affluent households (A social grade) have better relationships with family and friends than those in social grades D and E. The data also highlights groups who may be more vulnerable in a crisis during their time in higher education. Care‑experienced and estranged applicants, applicants of Asian and Asian British ethnicity, and those who have received free school meals are less likely to say they have people to turn to. This should not be taken to mean that all applicants with these characteristics are less supported, but these findings can help guide compassionate practice and prompt personal tutors and accommodation teams to offer support when a student is going through a difficult time. Social confidence has softened, with fewer applicants reporting strong support networks. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Social Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Social score measures the strength of existing social relationships and social confidence in the context of going to university. 65 Down 1 from 2025 Back to contents

20 Appendices Introduction Social Thematic analysis Applicant Index Report 2026 However, despite the small drop in the index scores, the social side of higher education continues to be a significant draw. Applicants were asked what they were most looking forward to at university, and were able to select more than one choice. In line with last year, making new friends is a leading choice, on par with studying to learn more and improve career prospects. It suggests that, for many applicants, the draw is still both academic and social. Figure 14: What are you most looking forward to at university? (2025-2026) Belonging, equity and inclusion 35% 30% 25% 20% 15% 10% 5% Making new friends 0% Studying your chosen course to improve career prospects Studying your chosen course to learn more about the topic Building skills such as confidence and independence The opportunity to be myself 31% 30% Living away from home Exploring a new city Meeting people from different places and cultures Partying and going out Taking part in societies (sports and non-sports), extra-curricular activities, and socials Access to university facilities and opportunities such as libraries, placement programmes, and careers advice Receiving student loan and managing own finances Don’t know 29% 29% 28% 28% 28% 30% 23% 22% 21% 20% 21% 20% 19% 20% 18% 19% 17% 16% 17% 18% 10% 10% 2% 2% 2026 2025 Back to contents

21 Appendices Introduction Social Thematic analysis Applicant Index Report 2026 Loneliness As in previous years, around a quarter of applicants (26%) feel lonely all or most of the time. The figure is much higher among LGBTQ+ applicants (46%) than among those who are not LGBTQ+ (21%). Higher-than-average loneliness is also seen among care‑experienced and estranged applicants, and applicants with a disability, including neurodivergent and mental health conditions. While universities and some accommodation providers offer targeted events and opportunities for students in these groups, it is important to understand their prior experiences which have left many of them feeling lonely. Figure 15: How often do you feel lonely? All the time Most of the time At least once a week At least once a month Only rarely Never 6% 20% 28% 15% 24% 7% Belonging, equity and inclusion Back to contents

Community 22 I would like to feel that I belong when I’m at university Figure 16: Breakdown of responses to Community theme questions 2% 5% 12% 24% 57% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I look forward to making friends from different backgrounds 3% 4% 13% 27% 53% I have little interest in the social side of university 32% 21% 17% 13% 16% I want to be an active part of the student community while I’m at university 4% 7% 20% 27% 42% The fall in the community score is driven by a smaller proportion of applicants wanting to be active in the student community. There has also been a drop in the proportion who strongly agree that they are looking forward to making friends from different backgrounds. Despite these shifts in community indicators, applicants remain just as confident as last year’s cohort that they will feel welcome and that they will belong. However, it should be noted that this means a third of applicants are unsure they will feel like they belong, and a quarter unsure that they will feel welcome. Community orientation has weakened, though confidence in welcome and belonging remains stable. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Community Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Community score measures the orientation of the cohort towards being part of a student community, and the importance they place on this. 70 Down 1 from 2025 Back to contents

23 Appendices Introduction Community Thematic analysis Applicant Index Report 2026 Welcome and belonging Figure 17: Expectation of welcome and belonging (agreement) 2024-2026 80% 70% 60% 50% 40% 30% 20% 10% 0% I expect that I will feel like I belong I expect that I will feel welcome 65% 64% 58% 74% 74% 68% In line with last year’s results, applicants with a disability, including those with neurodivergent or mental health conditions, are less likely to believe that they will feel like they belong. Neurodivergent applicants and those with a mental health condition are also less likely to expect to feel welcome. New in this year’s survey, applicants were asked whether they expected to be treated fairly by other students and staff. Overall, 78% agreed, though this varied by demographic. International applicants were more confident than UK-domiciled applicants (85% vs 77%). Disabled applicants were less confident than non-disabled applicants (73% vs 82%). Black applicants were more likely than White applicants to respond neutrally. Belonging, equity and inclusion 2026 2025 2024 Expectation of fair treatment Back to contents

Wellbeing 24 I feel loved Figure 18: Breakdown of responses to Wellbeing theme questions 4% 8% 15% 28% 45% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I feel ashamed 31% 23% 17% 15% 14% I feel rejected by others 26% 24% 20% 15% 16% I feel capable of making decisions 3% 6% 14% 31% 46% This year’s lower wellbeing score reflects a smaller proportion of applicants who strongly agree that they feel loved, alongside lower scores across each of the ONS wellbeing indicators. Wellbeing has edged down, with lower scores across all ONS indicators. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Wellbeing score combines two sets of questions to provide a snapshot of the cohort’s mental wellbeing. 68 Down 1 from 2025 Back to contents

25 Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 ONS wellbeing indicators The Office for National Statistics (ONS) standard wellbeing measures use a 0–10 scale to assess life satisfaction, sense that life is worthwhile, happiness and anxiety across the population. Results are reported as the proportion giving the highest scores (9 or 10) on the first three questions and the lowest scores (0 or 1) on anxiety. Figure 19: ONS wellbeing indicator scores 2022-26 (all applicants) Life satisfaction Life worthwhile Happiness Low anxiety 10 10 15 19 16 15 16 21 23 21 17 17 21 25 21 14 16 22 22 20 25 20 15 10 5 0 2022 2023 2024 2025 2026 Wellbeing has fallen across each ONS indicator. As in last year’s report, this is driven mainly by a change in international applicants’ wellbeing. For UK applicants, the indicators have been more consistent over the past five years. Although international applicant wellbeing has fallen slightly this year, it remains higher than that of UK applicants. This higher baseline may reflect self-selection, with those who feel able to study abroad more likely to report higher wellbeing. Figure 20: ONS wellbeing indicator scores 2022-26 (UK domiciled applicants) Life satisfaction 25 20 15 10 5 0 Life worthwhile Happiness Low anxiety 14 10 11 11 10 15 16 16 16 16 18 16 17 16 16 22 16 18 16 17 2022 2023 2024 2025 2026 Base=1830 (UK domiciled applicants) Belonging, equity and inclusion Back to contents

26 Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 Disability Overall, 37% of applicants consider themselves to have a disability or health condition, compared with 35% in 2025. 20% 15% 10% 5% 0% Mental health condition Autism spectrum condition A long standing illness or health condition Physical impairment or mobility issues Sensory impairment Prefer not to say Specific learning difficulties ADHD* 20 % 19 % 19 % 19 % 17 % 8 % 8 % 10 % 13 % 14 % 7 % 8 % 7 % 9 % 11 % 5 % 5 % 6 % 6 % 6 % 5 % 5 % 5 % 4 % 4 % 3 % 3 % 5 % 4 % 4 % 2 % 3 % 3 % 4 % 4 % 6 % 5 % 5 % 3 % 3 % Figure 21: Prevalence of disabilities and health conditions among applicants 2022-26 2023 2024 2025 2026 2022 Applicants reporting that they have an autism spectrum condition and/or ADHD continue to show signs of an upward trend, possibly linked to greater awareness and diagnoses of these conditions. However, what had appeared to be a downward trend in mental health conditions among applicants has stalled this year, with figures returning to their 2024 level. As in previous years, most applicants with disabilities have already disclosed, or plan to disclose, their condition. Only 14% do not intend to disclose, though rates are slightly higher among applicants with neurodivergent or mental health conditions, suggesting greater stigma and/or less trust that reasonable adjustments will be made. Belonging, equity and inclusion Back to contents

27 Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 Figure 22: How, if at all, do you think your disability or condition will affect your life at university? 2024-26 40% 35% 30% 25% 20% 15% 10% 5% I will need additional support or adjustments for learning (lectures, seminars etc) 0% I will need additional support or adjustments for assessments (essays, presentations etc) I will need additional support or adjustments for day to day life I do not think it will affect my life at university Other / don’t know 40% 36% 29% 33% 32% 37% 25% 27% 28% 25% 25% 23% 10% 09% 10% 2026 2025 Applicants were asked about the impact of their disability or condition and the adjustments they would need. This year, 40% of disabled applicants anticipate requiring additional support or adjustments for assessment, a further increase on last year. Once again, this underlines the need for an assessment strategy that is inclusive by design and supported by inclusive regulations. Base=822 (applicants with a disability or health condition) Belonging, equity and inclusion 2024 Back to contents

28 Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 Mental health Half of all applicants reported experiencing at least one mental health issue in the past two years. As usual, this is far higher than the proportion disclosing a mental health condition as a disability (19%). The gap points to a sizeable group of incoming students who may be vulnerable to poor mental health but have not made a prior disclosure. Anxiety and depression have edged up again this year after falling last year. There are also signs of a possible slow rise in the incidence, or diagnosis, of OCD among applicants. The current results are not conclusive, but this is a trend worth tracking over future years. Figure 23: Experience of mental health issues over the last two years, 2023-26 2026 2025 2024 40% 35% 30% 25% 20% 15% 10% 5% Anxiety Eating disorder (including Anorexeia, Bulimia, Binge eating disorder) Post-traumatic stress disorder (PTSD) 0% Depression Obsessive compulsive disorder (OCD) Personality disorder Bipolar 37% 35% 37% 38% 25% 22% 24% 23% 11% 12% 12% 10% 8% 7% 7% 6% 5% 4% 4% 3% 2% 4% 4% 5% 2% 5% 5% 5% Belonging, equity and inclusion 2023 Back to contents

29 Appendices Introduction Wellbeing Thematic analysis Applicant Index Report 2026 Student support preferences Half of all applicants reported experiencing at least one mental health issue in the past two years. As usual, this is far higher than the proportion disclosing a mental health condition as a disability (19%). The gap points to a sizeable group of incoming students who may be vulnerable to poor mental health but have not made a prior disclosure. Figure 24: What support services would you appreciate receiving from your university or accommodation provider, which would improve the experience of going to university? (Ranked 1-3 out of 7 options) 45% 0% 5% 10% 15% 20% 25% 30% 35% 40% Social events (for example, arts & craft events, quiz nights and movie nights) 49 % University services, including counselling and occupational therapy 48 % 24/7 support and wellbeing helpline 46 % Physical wellbeing clubs/groups (for example walking or running groups) 34 % Students’ Union clubs or societies 33 % Access to an online community of other students 33 % 50% Disability support services 18 % When asked what universities could do to improve their experience, applicants most often chose social events, services such as counselling and occupational therapy, and 24/7 support. Counselling and occupational therapy were especially popular among applicants with a mental health condition, while 24/7 support was popular across the board. Disability support services were the least popular choice overall but, understandably, were more popular with disabled applicants, selected in the top three by around a third of those with a physical or neurodivergent condition, and a quarter of those with a mental health condition. Belonging, equity and inclusion Back to contents

Resilience 30 I am willing to take on short-term discomfort for long-term gain Figure 25: Breakdown of responses to Resilience theme questions 3% 7% 19% 28% 43% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I have a clear idea of my goals 4% 8% 16% 28% 44% I always meet deadlines 6% 11% 20% 26% 38% If I do badly at something, I don’t like to try again 25% 21% 20% 16% 18% Questions in this section draw on previous research and scholarship on resilience, including the 2017 report “Exploring the Positive Case for Resilience” (McIntosh & Shaw)1. Compared with last year, fewer applicants say they are willing to accept short-term discomfort for long-term gain, with agreement down 4 percentage points. There has also been a fall in strong agreement with “I have a clear idea of my goals” and “I always meet deadlines”. As in previous years, international applicants show higher agreement across all statements, which is unsurprising given they plan to study overseas. In terms of ethnicity, Black and Chinese applicants (UK and international combined) are more likely to say they have a clear idea of their goals. Applicants from socioeconomic group A are also more likely than those in groups C2, D and E to say they always meet deadlines. Groups more likely to agree “if I do badly at something I don’t like to try again” include care‑experienced and estranged applicants, applicants with a disability, mental health or neurodivergent condition, and LGBTQ+ applicants. As discussed in Unite Students’ 2017 report, cited above, resilience is not distributed equitably across the student population. Rather, it is shaped by identity and prior experiences. Higher education and accommodation providers working towards more compassionate communications and processes may wish to take these findings into account, especially when delivering difficult messages. Resilience has softened, with fewer applicants showing confidence in goals, persistence and deadlines. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Resilience Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Resilience score measures applicants’ ability to plan and work towards their goals and to recover from setbacks. 65 Down 1 from 2025 Back to contents

Learning 31 My chosen course is a good fit for me Figure 26: Breakdown of responses to Learning theme questions 1% 4% 13% 24% 58% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I think I will struggle to keep up with other students on my course 18% 20% 23% 19% 20% I am sure I will complete my course 1% 4% 11% 22% 62% I’m confident I can learn the knowledge and skills needed for my course 1% 4% 13% 27% 55% This year’s applicants are slightly less confident academically than last year’s. They are less sure their chosen course is a good fit, and less confident they will complete it and gain the required knowledge and skills. Technology may be a factor: in a separate question, 40% agree that social media had harmed their learning confidence and ability. Academic confidence is notably lower among applicants with disabilities. Around half expect to struggle to keep up with other students on their course, compared to about a third of non‑disabled applicants. This pattern is consistent across applicants with physical disabilities, neurodivergent conditions and mental health conditions. Disabled applicants are also slightly less likely to believe they will complete their course, and to be confident they can learn the knowledge and skills for their course. Learning confidence has dipped, with applicants less sure about course fit and academic success. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Learning Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Learning score measures academic confidence across the cohort, alongside confidence in course choice. 70 Down 1 from 2025 Back to contents

32 Appendices Introduction Learning Thematic analysis Applicant Index Report 2026 School absence For the third year in a row, 36% of applicants in full-time education say they were absent from learning due to mental health over the past two years, suggesting this is now a stable trend. Absence is more common among UK applicants than international applicants, though the gap has narrowed as the rate among international applicants has risen from 23% to 30% between 2025 and 2026. Rates are, unsurprisingly, higher among applicants with a mental health condition, though some applicants with no disclosed condition are also affected. The rate is notably higher among female applicants (43%) than male applicants (27%). As in previous years, applicants from the most disadvantaged backgrounds (socioeconomic group E) are more likely to have missed school because of mental health, as are care‑experienced and estranged applicants. LGBTQ+ applicants are particularly affected, with an absence rate of 61%. Figure 27: Proportion of applicants who have missed school due to mental health and were absent for 20+ days, 2024-26 0% 5% 10% 15% 20% 25% 30% 35% 2024 25 % 2025 29 % 2026 31 % Base=770 (applicants who have missed school due to mental ill-health) Overall, the proportion who were absent over 20 days in the last two years continues to rise and, although care should be taken when interpreting the data because of the small population, this suggests an upward trend in longer-term absence due to mental ill-health. Applicants who have missed school because of mental health were asked whether they expected to miss teaching time at university for the same reason. This year, 45% said yes, up 4 percentage points from 2025. This equates to 16% of all applicants and may have consequences for attainment and continuation. Belonging, equity and inclusion Back to contents

Employment 33 I am confident about getting the job I want after graduation Figure 28: Breakdown of responses to Employment theme questions 6% 11% 20% 24% 39% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I have skills and experience that employers want 5% 9% 18% 31% 37% I already have a lot of work experience 12% 15% 22% 22% 29% I have taken part in activities to develop my skills for employment 5% 9% 18% 29% 39% Last year the employment index score rose by three points, but this year it has fallen by two. This reflects lower certainty across all of the statements. Employment confidence has fallen, with weaker optimism about graduate prospects, skills and experience. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Employment Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Employment score measures confidence in graduate prospects, work-related skills and experience. 65 Down 2 from 2025 Back to contents

34 Appendices Introduction Employment Thematic analysis Applicant Index Report 2026 Figure 29: Strong agreement with Employment statements 2025-26 0% 5% 10% 15% 20% 25% 30% 35% 40% I am confident about getting the job I want after graduation 45 % 39 % I have skills and experience that employers want 43 % 37 % I already have a lot of work experience 33 % 29 % I have taken part in activities to develop my skills for employment 43 % 39 % 45% 50% 2025 2026 As in previous years, international applicants are significantly more confident than UK applicants across all areas. Socioeconomic status also shapes confidence about graduate employment and work experience, with applicants from groups D and E less confident on both. Applicants from fee-paying schools are also more likely to feel they have the skills and experience employers want. Belonging, equity and inclusion Back to contents

Independence 35 I feel confident about living independently at university Figure 30: Breakdown of responses to Independence theme questions 4% 8% 16% 27% 45% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I know where to go to access external support (healthcare etc) if I need it 3% 8% 18% 29% 42% I feel confident about addressing issues related to my studies and living situation independently 3% 7% 20% 30% 40% I feel confident in making decisions for myself 3% 7% 15% 28% 47% This year’s applicants are slightly less confident in their independence. This mostly reflects weaker agreement rather than stronger disagreement with the four statements. However, there has been a small overall fall in the proportion who feel confident addressing issues independently. UK applicants are less likely than international applicants to know how to access support such as healthcare (69% vs 82%), and less confident about addressing issues independently (67% vs 85%). This is likely to reflect the research and preparation undertaken by international applicants, but it does suggest that information about university and healthcare services, routinely shared with incoming international students, should also be shared more consistently, and earlier, with UK applicants. Independence remains relatively strong, but confidence in managing issues and accessing support has eased. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Independence Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Independence score measures confidence in self-efficacy skills relevant to starting university, including the ability to access support. 70 Down 1 from 2025 Back to contents

36 Appendices Introduction Independence Thematic analysis Applicant Index Report 2026 Student living Student accommodation intentions are very similar to last year. As usual, university halls attract the most positive responses, followed by living at a parent or guardian’s home. 0% 5% 10% 15% 20% 25% 30% 35% 40% University halls 45% 50% 50 % 38 % 39 % 40 % 19 % 20 % 23 % 21 % 8 % 10 % 9 % 10 % 7 % 12 % 10 % 10 % 5 % 8 % 6 % 7 % 4 % 6 % 7 % 6 % 6 % 4 % 6 % 4 % 1 % 2 % 1 % 2 % Parents’ or guardians’ home Private halls Privately rented house or flat with other students I haven’t decided yet Privately rented house or flat NOT with other students Your own home which you own I don’t have a preference Figure 31: Student living intentions 2023-26 2024 2025 2026 2023 Belonging, equity and inclusion Back to contents

37 Appendices Introduction Independence Thematic analysis Applicant Index Report 2026 All applicants were asked to select their preferred features in student accommodation. 0% 5% 10% 15% 20% 25% 30% 35% 51-weeks 26 % 43-weeks 39 % 38-weeks 18 % 40% Term-time only 8 % Flexible 3 % No preference 6 % Base=1447 (applicants intending to live away from home) Figure 32: Preferred features in student accommodation (ranked in top 3) 0% 5% 10% 15% 20% 25% 30% 35% Near to university 24/7 security Modern and practical bedroom and kitchen 24 % 24 % 20 % 20 % 40% Social events 14 % 14 % Outdoor space 12 % 12 % Shared social spaces 12 % 12 % 45% 50% 11 % 11 % 10 % 10 % 10 % 10 % Additional amenities (such as gym/ fitness studio) Shared study spaces Cleaning service 50 % Proximity to university is the key consideration for applicants when thinking about first-year accommodation, with 24/7 security a distant second. Black applicants are more likely than White applicants to prioritise 24/7 security, suggesting a lower expectation of safety in accommodation. Belonging, equity and inclusion Back to contents

38 Appendices Introduction Independence Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion Parental tracking In 2025, a Unite Students survey of parents of students found that two thirds (67%) digitally tracked their children while at university. To understand the perspective of incoming students, applicants were asked for their views on being tracked by their parents. Responses were mixed and nuanced. Figure 33: Which, if any, of the following statements best describe how you would feel if your parent or guardian tracked your location when you are at university? (Multiple selections possible) 30% 25% 20% 15% 10% 5% I would feel that my privacy was being invaded 0% I would feel it helped my parent or guardian to worry less I would feel that my independence was being undermined I would feel cared for I would feel reassured, especially when travelling or coming home late 28% I would feel more connected to home I would feel pressured to agree even if I didn’t want to I would feel that this could affect my relationship with my parent or guardian I would worry about how the information might be used I have asked them to track me 26% 24% 20% 19% 12% 12% 11% 7% 7% There is no clear consensus among applicants about being tracked, though the most popular positive response reflects concern for parents rather than the other way round. For some groups there may be particular concerns. For example, over a third of LGBTQ+ applicants (36%) said they would feel their privacy was being invaded, compared with a quarter of non‑LGBTQ+ applicants (25%). Overall, some applicants would welcome parental tracking, while others are unsure or opposed. The findings also suggest that, in some cases, honest conversations are not taking place, which may lead to resentment on one or both sides. Base=1339 (UK applicants under 22 and not care experienced or estranged from parents) Back to contents

Sustainability 39 I recycle Figure 34: Breakdown of responses to Sustainability theme questions 4% 7% 16% 27% 47% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree I have made sacrifices so that I can live more sustainably 7% 13% 24% 25% 31% I am careful about my use of electricity and water 6% 12% 21% 25% 36% It is extremely important to address climate change 4% 6% 19% 25% 47% Applicants are just as likely as last year’s cohort to agree that it is extremely important to address climate change, with overall agreement at 72%. Most still take action on sustainability, but this year’s cohort is less likely to report making sacrifices and less likely to strongly agree that they recycle and use electricity and water carefully. As in last year’s results, international applicants are much more likely to show strong commitment to sustainability. The sustainability index score for international applicants alone would be 76, compared with 66 for UK applicants alone. Concern about climate change remains high, but day-to-day commitment to sustainable behaviours has softened. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Appendices Introduction Sustainability Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Sustainability score measures strength of feeling about climate change alongside personal commitment to living sustainably. 67 Down 1 from 2025 Back to contents

Belonging, equity and inclusion 3 40 Thematic analysis Appendices Belonging, equity and inclusion Introduction Applicant Index Report 2026 Back to contents

41 Applicant Index Report 2026 Care experienced and estranged applicants The Unite Foundation, founded by Unite Students in 2012, is an independent national charity supporting care experienced and estranged students with a safe and stable home at university. The Unite Foundation scholarship is a unique accommodation scholarship that takes care of students’ accommodation and bills, covering up to 3 full years of study. Independent research shows that scholarship students are as likely as their non-care experienced peers to complete their studies and attain a good degree. From 2027/8, any UK university can apply to receive a grant to offer Unite Foundation scholarships. The team works closely with Unite Students, as an accommodation partner and principal corporate donor. In partnership with Back to contents Appendices Thematic analysis Introduction Care experienced and estranged applicants Belonging, equity and inclusion Care experienced applicants are those who have ever been, or are currently, in the care of a local authority. This includes time spent in foster care, residential children’s homes, kinship care, or being looked after at home under a supervision order. Estranged applicants are young people who have no contact with their parents, where that lack of relationship is long‑term and unlikely to change.* Two elements of the experience of applicants who have been in care or are estranged from their parents (rather than ‘these applicants’) come across strongly.

42 Applicant Index Report 2026 The data also indicates that care‑experienced and estranged applicants have a different experience in terms of connection and belonging. It’s encouraging to see that they are more likely than other applicants to expect to feel they belong at university. At the same time, they are less certain about their welcome and treatment in higher education. They are more likely to select “I don’t know” when asked if they expect to feel welcome, and more likely to disagree or respond neutrally about being treated fairly by staff and other students. They are also more likely to say they currently feel lonely, always or often. These findings resonate with existing data for care experienced and estranged students and inform the support we offer at the Unite Foundation. The Unite Foundation scholarship provides free, year-round accommodation to care experienced and estranged students, lifting the financial stress this group can experience. It works with universities to build a safe and stable home at university through its Blueprint (allofus.uk). Unite Foundation also supports the student-led All of Us (unitefoundation.org.uk/blueprint) community, open to all care experienced and estranged students, supporting in-person and online connection and building belonging. Care experienced and estranged applicants (Continued) *In the survey, applicants are asked to self-identify as having care-experience or being estranged. It is worth noting that this includes 17-year-olds who may self-identify as estranged but cannot legally cut ties until 18. Back to contents Appendices Thematic analysis Introduction Care experienced and estranged applicants Belonging, equity and inclusion

43 Applicant Index Report 2026 As in 2022, neurodivergent applicants this year are more likely to have a mental health condition and to identify as LGBTQ+. ADHD is more prevalent among UK applicants than international applicants. This may reflect differences in how neurodivergence is understood and diagnosed across countries. It is also notable that ethnically Chinese applicants, most of whom are international students from China, report a much lower incidence. Neurodivergent applicants are less likely to expect to feel welcome when starting university and less likely to expect they will belong. They are also less likely to expect fair treatment from staff and other students, pointing to lower trust in their institution. In the original research, neurodivergent students described feeling anxious before starting higher education, often because they felt detailed information was lacking, especially about accommodation. Information arriving piecemeal at different times could also be difficult to process, and both factors may affect trust in the provider. Students in the 2022 report also shared examples of being treated as a problem or a nuisance. Anticipation of similar treatment, or previous experiences at school or college, may shape both trust and expectations of fair treatment. This year’s neurodivergent applicants are more likely than other applicants to say they have missed school or college over the past two years because of mental health, and more likely to have had long-term absences of 20 days or more. Among those who have missed time because of mental health, they are also more likely to think they will need to miss teaching time at university for the same reason. When choosing first-year accommodation, they are more likely than other applicants to prioritise wellbeing support. In 2023, Unite Students published the report “An Asset, Not a Problem: Meeting the Needs of Neurodivergent Students”. It brought together data from the 2022 Applicant Index with qualitative insights from a focus group of neurodivergent students at the University of Bristol. This section updates and extends that analysis using responses from applicants with ADHD and/or Autism Spectrum Condition. Neurodivergent applicants (Applicants with ADHD and/or Autism Spectrum Condition) Back to contents Appendices Thematic analysis Introduction Neurodivergent applicants Belonging, equity and inclusion

Appendices 4 44 Thematic analysis Appendices Belonging, equity and inclusion Introduction Applicant Index Report 2026 Back to contents

45 Appendices Introduction Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion Appendices Unless otherwise stated, all data in this report has been drawn from a survey administered via the Savanta Panel, using questions that were originally developed by Unite Students, and reviewed and further developed annually by Unite Students and HEPI. The survey was administered between 16th March and 2nd April 2026 with 2,200 respondents who were planning to start a full-time degree or degree apprenticeship course in the 2026-27 academic year. The sample has been constructed and weighted to be broadly representative of the whole applicant population. The margin of error for data relating to the cohort as a whole is approximately +/-2% to the 95% confidence interval and +/-3% to the 99% confidence interval. As usual, the sample was weighted and split by Gender and School Type (state or private). The following weighting matrix was used: Additionally, due to a lower response from younger applicants, the sample was weighted by age to bring it in line with previous years. The breakdown of socioeconomic status of UK domicile responses does not fully match that seen within the broader population, but is likely to be closer to the applicant population. Quotas were put in place for international applicants, as follows: China n150, India n150, Nigeria n50, US n50. The sample does not include applicants to part-time courses. Male - Fee paying school or college 4.8% Male – State or other 39.4% Female – Fee paying school or college 4.8% Female – State or other 51% 17 13% 18 56% 19 11% 20 5% 21+ 15% Chief income earner’s occupation Social grade Frequency in 2016 - NRS Frequency in the Applicant Index responses Professional / higher managerial (e.g. doctor, lawyer, chairperson or managing director of medium or large firm) A 4% 16% Manager / senior administrator (e.g. senior manager, owner of small business, head teacher) B 23% 22% Supervisor / clerical / skilled non- manual (e.g. teacher, secretary, junior manager, police constable) C1 28% 21% Skilled manual worker (e.g. firefighter, plumber, electrician, hairdresser) C2 20% 17% Semi-skilled / unskilled manual worker (e.g. assembler, postal worker, shop assistant) D 15% 11% Receiving state benefits for sickness, unemployment, old age or any other reason E 10% 4% Back to contents

46 Appendices Introduction Thematic analysis Applicant Index Report 2026 Belonging, equity and inclusion The Applicant Index provides a cohort score out of 100 for each of the nine different themes. The scores for eight of these themes are based on responses to 28 different statements, four in each theme, on a 7-point scale of agreement. From this, an average score from 0-6 is calculated for the whole population and sub-populations, and each item is weighted equally within the theme score to provide a maximum score of 100 and a minimum of 0 for each theme. For the Wellbeing theme, we have also included the ONS wellbeing questions which are measured on an 11-point scale. These questions represent 40% of the theme’s overall score, with four 7-point scale items contributing the remaining 60%. A high index score is indicative of a positive response in relation to each of the themes, however it should be remembered that there are many valid reasons why an individual applicant may give a low score in one or more themes. They may not have had opportunities to develop key skills, or may have faced challenging circumstances. A demographic breakdown of the scores highlights groups that may require targeted support, and in some cases only a systemic change will produce equality of outcomes. Further questions have been included in the survey to address topical issues within the sector. These are discussed in relation to a relevant theme, or in a separate section. The questions that form the index scores are items to which respondents indicate their level of agreement on a seven-point scale, from “strongly disagree” to “strongly agree”. For the purposes of discussion we have used the following interpretation when reporting the result: Elsewhere in the survey, there is a small number of questions that have been asked against a 5-point scale and which are interpreted as follows: Reported demographic differences in the data are significant to the 99% confidence level unless otherwise stated. 7-point scale: Strongly disagree 0-1 Moderately disagree 2 Neutral 3 Moderately agree 4 Strongly agree 5-6 5-point scale: Strongly disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly agree 5 Back to contents