Unite Students Applicant Index - 2025

UNITE STUDENTS APPLICANT INDEX July 2025 In partnership with

Contents 1 Introduction 3 Foreword - Joe Lister 4 Foreword - Nick Hillman 5 Executive summary 7 About the Applicant Index 8 Notes on data categories 8 Applicant Index scores 2022-24 9 Introducing the themes 10 2 Thematic analysis 11 Finance 12 Social 16 Community 18 Wellbeing 20 Resilience 25 Learning 26 Employment 28 Independence 29 Sustainability 30 3 Topical issues 32 Motivations for higher education 33 Reason for choosing a higher education provider 34 Alternatives to a traditional degree 35 Withdrawing before enrolment 36 Impact of technology 37 4 Methodology 39 Methodology 40 Unite Students | Applicant Index Report 2

Introduction 1 Unite Students | Applicant Index Report 3 BACK TO CONTENTS INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES

Foreword The UK has a world-renowned higher education sector that has played an essential role in educating and developing successive generations of young people. Through uncertain times, higher education provides opportunities for young people to learn and grow in their formative years and work towards their future; it also acts as an economic powerhouse, producing research and innovation that support the growth and standing of the UK, and developing the skills essential to a modern workforce both today and in the future. Having seen my three daughters benefit from their own experiences in higher education, I believe in the power of an on-campus education where they have been able to grow, extend their horizons and make friends and networks that will last throughout their lives. Each year, Unite Students welcomes 70,000 students through our doors. They come from all over the world, and for most of them it is their first time living away from their family. This is a significant moment, not only for their education but also for their independence and identity. These first months away from home can set the tone for their adult life. It is both a privilege and a responsibility to play a role in this important life transition, and is clear to me that the pressures on young people today are significant: from their disrupted schooling as a result of the COVID lockdowns, to the pervasive nature of social media and the broader changes that we are seeing in the world today. We see the impact of these pressures through their daily interactions with our local teams, and we have responded to higher demands on wellbeing support throughout the last academic year than ever before. It is for all these reasons and more that I am reassured by this year’s Applicant Index results. Students starting higher education this autumn will be more independent than those that came before them and their overall wellbeing is higher. With growing social confidence and a strong desire to join a student community, universities, students’ unions and accommodation providers alike will need to respond to their need for belonging and connection. Employment confidence has seen a particularly dramatic increase over the last two years, with more applicants than ever being confident in their skills and experience for the workforce. The data shows that they intend to use these skills sooner rather than later, with a high proportion of them intending to work during term time. Their confidence is well placed and builds on improved opportunities to gain work experience, allowing them to engage with a recovering market for both part-time and graduate jobs. However, there are still some concerns regarding this year’s new students. Both financial confidence and wellbeing have improved, but I am certain that the scores are lower than we would all want to see them – and they require a response. For the benefit of students living with us, we continue to invest in our Resident Ambassador scheme and CARE service ethos, and to embed compassion and financial awareness into our Support to Stay framework. For the benefit of the wider student population, we are proud to share this report with the higher education sector across the UK. This year’s results bode well for the incoming cohort of undergraduates, and I hope that you will find it useful and inspiring. Joe Lister Chief Executive, Unite Students FOREWORD Unite Students | Applicant Index Report 4 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

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Foreword All surveys are informative, assuming they follow a robust methodology, but annual surveys tend to amount to more than the sum of their parts. That is certainly the case here, as asking the same questions year after year of different cohorts illuminates changing trends over time – which is especially important at the moment, given the fractious and ever-changing political, educational and global environments. The results suggest there are some real grounds for hope in 2025 across a range of indicators, after many years when the obstacles to learning seemed to be growing. The secondary schooling of this year’s applicant cohort was less disrupted by COVID than was the case last year, so these improvements are to be expected. We now have to hope that the indicators that have turned a corner this year continue on their new upwards trajectory. Not everything is moving clearly in the right direction, however. Today’s school leavers continue to be an unlucky generation. The data show no material improvement in the main wellbeing measures. Whatever the underlying explanation for this – whether it is the prevalence of social media, concern about the state of the world or worries about applicants’ own personal futures – it is even clearer than it was that being young is hard, bridging school and university is hard and living as a student during a cost-of- living crisis is hard. In the main, those who do enrol tend to fight their way through with resilience, and they are likely to have more fulfilling lives as a result of their higher education, but the journey through is often more fraught than we would hope. Among this year’s more salutary findings are some unwelcome differences in the applicant experience among people from different socioeconomic backgrounds. People who have been entitled to free school meals are more likely to live at home while studying, more likely to feel lonely and more likely to say they have considered entering full-time work rather than enrolling in higher education. This suggests Ministers are right to focus particularly on the gap in higher education access between those eligible for free school meals and those who are not, especially when the chasm between these two groups has recently grown. The new data obtained from the Applicant Index are cut in other informative ways too in the pages that follow. Particularly notable perhaps are the splits between home and international students – for example, when it comes to the underlying motivations to study. In some areas, international students have more positive perceptions of their higher education than UK students, reflecting the world-class nature of our higher education sector when viewed through the eyes of those who have grown up elsewhere and also its tremendous success as an export earner. Our own recent work at the Higher Education Policy Institute (HEPI) reaffirms many of the problems identified here. For example, the HEPI / TechnologyOne Minimum Income Standard for Students report shows that maintenance support remains too low for many students to make the most of their higher education. Nick Hillman Director, Higher Education Policy Institute (HEPI) The Unite Students Applicant Index is much more than a longitudinal study of well-trodden areas; it pushes our knowledge of what applicants expect of their higher education way beyond what was previously known. It is without question the most important large-scale regular survey of people on their way to higher education and, as such, needs to be read carefully by policymakers, university staff and those guiding young people – whether parents, teachers or careers advisers. FOREWORD Unite Students | Applicant Index Report 5 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

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The HEPI report on England’s Curriculum and Assessment Review, sponsored by the University of Chester, confirms undergraduates feel underprepared for the non-academic aspects of university life and would like to see more preparation for higher education in the school curriculum. Work produced jointly by HEPI, Advance HE and the University of Bristol in spring 2024 shows a significant proportion of students would make a different choice, perhaps a different course and / or a different university, if they could have their time again, which should act as another clarion call for better information, advice and guidance. So Unite Students deserves our plaudits for running this survey, for repeating it year after year and for reinforcing the voices of applicants so that they can be heard by those with influence and power, who have the means to make a positive difference. FOREWORD Unite Students | Applicant Index Report 6 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Executive summary The Applicant Index 2025 offers a tantalising glimpse of a potential post-pandemic recovery among higher education entrants. Last year’s report told the story of a cohort that had been particularly affected by the lockdowns which took place in their early teens, most strongly affecting their academic confidence. This year, by contrast, last year’s downturns in academic and social confidence, resilience and financial wellbeing have been reversed, and wellbeing has improved. Furthermore, both independence and employability confidence have increased for the second year running. However, this optimism does come with a caveat. International applicants are more confident in almost every area than their UK counterparts. They have better overall wellbeing and are less likely to have a disability, neurodivergent condition or mental health condition. Of course, much of this will be due to a self-selection effect – it takes a lot of confidence, resilience and financial backing to contemplate enrolling on a three-year course in a different country. Nonetheless, these differences are worthy of consideration in the practical sense of planning for student support needs, and they may be especially pertinent for institutions who have had to change their recruitment strategies rapidly in favour of UK applicants over recent years. Once again, this year’s survey demonstrates that some applicants are approaching higher education with significant and wide-ranging disadvantages. For example, LGBTQ+ applicants, and/or those who are neurodivergent are disadvantaged in multiple areas, especially in relation to social and wellbeing factors, but also affecting financial and learning confidence. Additionally, half of LGB+ applicants, 63% of trans and non-binary applicants and 47% of neurodivergent applicants agree that after doing badly at something they don’t like to try again, compared to an overall cohort average of 36%. In the light of the recently published Compassionate Communication Statement1, these findings provide a context that helps both to review and to implement inclusive strategies and policies. These, and other findings relating to disadvantaged demographics, may be particularly relevant to personal tutors and academic advisors. Over the last three years, the Applicant Index has measured the proportion of applicants who have missed education due to their mental health: between 2023 and 2024 this rose sharply from 30% to 36%. Perhaps reassuringly, there has been no rise this year, though the prevalence remains high at 36% and there has been a rise in those who have had a longer period of absence. Many of those whose mental health has affected their prior learning also have, understandably, lower confidence about their ability to study in higher education. This may be a consideration for those planning transition to higher education and the first-year experience, as it suggests the need for targeted support. A feature of this year’s survey is a new set of questions about artificial intelligence (AI) and social media. One in four applicants have been negatively affected by social media, rising to over half among disabled applicants. Additionally, almost a third of applicants are against the use of AI. International applicants are much more likely than those from the UK to have used AI to support their learning, and are more accepting of it in general. It is difficult to know what is behind the rejection of AI among many UK applicants. Further research may be needed to understand attitudes and use of AI among applicants and students or there is a risk that, as the technology matures, some students could be disadvantaged in terms of their learning. 1https://www.ntu.ac.uk/__data/assets/pdf_file/0030/2526771/ Compassionate-Communication-Statement.pdf EXECUTIVE SUMMARY Unite Students | Applicant Index Report 7 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

About the Applicant Index The Unite Students / HEPI Applicant Index is an annual survey that tracks the attitudes of higher education applicants. Now in its fourth year, it is the only broadly-based annual survey of applicants in the UK. This year’s report is based on a survey of 2,331 higher education applicants planning to start an undergraduate degree or degree apprenticeship in the 2025-26 academic year. An overview of the sample, including weighting applied, can be found in the Methodology section towards the end of this report. All demographic differences noted in the report are significant to the 99% confidence level unless otherwise stated. Notes on data categories Gender and sexuality Demographic data about gender identity and sexuality was collected via three distinct questions: a question about sexuality, a question about gender and the question “do you consider yourself to be trans?”. Responses from applicants that answered “Yes” to this latter question, and/or gave “non-binary” as their gender identity, are categorised “trans and non-binary” in the report. A separate question asked applicants how they think about themselves, with a list of different sexualities including “in another way”. Those who selected any other option apart from “heterosexual” or “prefer not to say” have been categorised as LGB+ within the report. Where there are significant differences in response to a survey question that apply for both LGB+ and trans and non- binary applicants, a combined category of LGBTQ+ may be used instead. Socioeconomic group Socioeconomic breakdown of the results uses the NRS Social Grade system, which assigns a category based on the main wage earner in the participant’s current household. There are six categories: A, B, C1, C2, D and E. Roughly, A represents the highest income households and E the lowest. A full definition of these categories can be found in the Methodology section. ABOUT Unite Students | Applicant Index Report 8 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Applicant Index scores 2022-25 2022 2023 2024 2025 59 58 59 58 64 65 64 66 70 70 70 71 62 63 63 65 65 66 66 65 71 71 72 69 62 62 64 67 68 69 71 68 67 68 68 Finance Social Community Wellbeing Resilience Learning Employment Independence Sustainability APPLICANT INDEX SCORES Unite Students | Applicant Index Report 9 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Introducing the themes The Finance theme brings together self-rated financial means with confidence in budgeting skills to provide an overall financial health check on the whole cohort. A high score indicates that applicants believe they have sufficient means and skills to meet their costs while at university, and a demographic breakdown may reveal disadvantaged subgroups within the cohort. The Learning theme assesses academic confidence and commitment to the chosen course. A high score in this theme indicates a cohort that feels academically prepared and confident about their learning. The Social theme measures the strength of existing social networks together with level of confidence about “fitting in” at university. A high score in this theme indicates a cohort with high social confidence together with confidence in the university – and accommodation provider where relevant – to provide an inclusive environment. The Employment theme assesses the level of optimism about finding a graduate job, together with self-rated level of work-related skills and experience. A high score indicates a cohort that is already feeling prepared for the future job market and confident about their prospects. The Community theme measures the level of motivation among applicants to be part of a community while in higher education, and their desire to belong. A high score in this theme also indicates a cohort that wants to belong to a diverse group of peers and is prepared to contribute to building that community. Changes in the score indicate a rise or fall in the community orientation of each cohort. The Independence theme, introduced in 2023, measures how prepared the cohort is to live independently, take decisions for themselves and access support when needed. The Wellbeing theme draws on the ONS standard wellbeing questions combined with levels of positive and negative feelings that we have found in previous surveys to be indicative of overall wellbeing. These scores are combined to gauge applicants’ level of wellbeing and allow for demographic breakdown to help identify vulnerable groups. A high score indicates a cohort with high levels of wellbeing. The Sustainability theme combines strength of concern about climate change with behaviours and personal commitments to addressing environmental sustainability and climate change. A high score indicates a cohort who is highly concerned about climate change and is already taking action. The Resilience theme draws on previous academic research on resilience including the concepts of “grit” and “learned optimism”. A high score in this theme shows a cohort able to work effectively towards clear goals and recover from setbacks. THEMES Unite Students | Applicant Index Report 10 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Thematic Analysis 2 Unite Students | Applicant Index Report 11 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Finance International applicants from China are particularly confident about their financial situation, with 89% agreeing that they have enough money, 91% that they have friends and family to rely on for money and 91% confident in their budgeting skills. Among UK domiciled applicants, there are differences based on socioeconomic group†. Groups A and B are more likely to agree that they have enough money to cover costs, and groups D and E are significantly less likely than all other groups to say they have friends and family they can rely on. Those with disabilities may be disproportionately affected by cost concerns. They are less likely to have confidence in their budgeting skills and are more likely to report financial impacts on their mental health. Finances are also more likely to affect the mental health of care experienced (57%) and estranged applicants (54%) compared to the applicant population as a whole. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score †Please refer to the Methodology section for definitions of socioeconomic groups I will have enough money to cover my costs at university 12% 17% 23% 21% 27% I have family or friends that I would feel comfortable about asking for financial help if needed 9% 10% 17% 24% 40% I am confident that I can budget and manage my money whilst at university 5% 12% 21% 28% 34% *Financial issues are affecting my mental health 21% 18% 19% 21% 22% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 1: Breakdown of responses to Finance theme questions This year, financial confidence among applicants has improved, returning it to 2023 levels and reversing the downturn seen last year. This is driven by greater confidence in the first three areas: having enough money to cover costs, having family and friends to ask for help and being confident about budgeting. However, alongside this there has been a rise this year in those agreeing that financial issues are affecting their mental health. The Finance score indicates the level of confidence in financial means and skills. Up 1 from 2024 59 Unite Students | Applicant Index Report 12 INTRODUCTION THEMATIC ANALYSIS FINANCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Paid work This year, for the first time, we asked applicants how many hours they expected to be in paid employment unrelated to their course during term time. The vast majority of applicants (89%) expected to work alongside their studies during term time. The rate was even higher among international applicants, with 94% expecting to work. This mirrors the higher level of paid work – and the unfulfilled desire to work – among international students according to this year’s Student Academic Experience Survey2. Among UK domiciled applicants 87% expect to work, with 37% expecting to work more than 16 hours per week. This suggests that applicants are adapting to below-inflation rises in the maintenance package and a higher cost of living, and that working alongside study is now an accepted norm. Cost concerns Compared to last year, the cost of tuition fees is of greater concern among both UK domiciled and international applicants alike. However, cost of living continues to be the major concern, and about a third of applicants who plan to live at home note it as their main concern. Among mature applicants, concern about the cost of learning resources is higher. Younger applicants from China are the most likely to have no cost concerns at all. Figure 3: When thinking about the cost of going to university, which of the following is of greatest concern to you? (2024-2025) 2024 2025 Cost of living while at university 40% 35% 30% 25% 20% 15% 10% 5% 0% 45% 42% 43% Cost of your tuition fees 17% 21% Cost of learning resources (e.g. software, textbooks, travel etc) 14% 11% All of these 20% 19% None of these 6% 6% Figure 2: “Financial issues are affecting my mental health” by disability 2https://www.hepi.ac.uk/wp-content/ uploads/2025/06/SAES-2025_FINAL_WEB.pdf Other disability 62% Neurodivergent 57% Mental health condition 54% No disability 35% Unite Students | Applicant Index Report 13 INTRODUCTION THEMATIC ANALYSIS FINANCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Impact of cost of living on university choice Last year we asked applicants to describe how the cost of living had affected their decisions about university. This year we quantified the main themes that arose, allowing for multiple selections, although in the event most respondents only selected one. Only a quarter (26%) are unaffected by the cost of living in their decisions about university. The most common responses are to choose different accommodation and to select a course or university that facilitates part-time work. However, some applicants feel restricted in terms of their course choice and location, with 10% not able to attend their top choice of university. International applicants are more likely to be unaffected in their choices (34%) compared to UK applicants (23%), with applicants from China being the least affected. Mature applicants are more likely to say they can’t attend their top choice of university, and to have restricted their course choices. Applicants with a disability are more likely to be affected in their choices and are more restricted geographically. Applicants who had qualified for free school meals are also facing greater restrictions or changes to their plans - they are more likely to say that they can’t attend their top choice of university (11%, compared to 7% who have not qualified for free school meals). THEMATIC ANALYSIS FINANCE Figure 4: How, if at all, has the cost of living affected your decisions about university? I will choose different student accommodation 29% 26% The cost of living has not affected my choices 26% I will choose a course/university that allows me to work part time around the timetable provided 16% I am more restricted geographically 12% I am more restricted in what course I can choose 10% I can’t attend my top choice university 7% I have changed my course choice 6% Don’t know Unite Students | Applicant Index Report 14 INTRODUCTION THEMATIC ANALYSIS FINANCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Sources of funding for living costs This year, multiple selections were allowed for the first time which provides a clearer picture of the sources of funding that applicants intend to use to meet their living costs, however it does mean that the data is not directly comparable with previous years. On average, applicants selected two sources of funding. Just over half of applicants intend to draw on family support, rising to 70% among international applicants. Around half of UK applicants intended to use the maintenance loan. Expected income from employment was relatively high at 45%, but much lower than the proportion of applicants who indicated that they intended to work during term time, suggesting some uncertainty about term-time employment. State school applicants were more likely to draw on income from employment and maintenance loans/grants compared with their peers. Among UK applicants, 25% intend to live at home with their family. This has risen notably among socioeconomic groups AB, from 18% to 22%. Among those who have qualified for free school meals 29% are planning to live at home. Those who intended to live in university or privately run halls were more likely to rely on family support than those who intended to live at home, which underlines the importance of the role of parents in student accommodation. THEMATIC ANALYSIS FINANCE Figure 5: Which of the following do you plan to use to help cover your living costs while at university? Family support e.g. money from parents 53% 45% Income from employment 40% Maintenance loan or grant 26% Scholarship/studentship 20% Bank loan or overdraft 13% Income from apprenticeship 1% Other (please specify) 2% Don’t know Unite Students | Applicant Index Report 15 INTRODUCTION THEMATIC ANALYSIS FINANCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Social Younger applicants (age 17) are most positive about their relationships, being significantly more likely to have people to turn to and have good relationships with family and friends. This year’s applicants are less likely than in previous years to be anxious that they won’t fit in at university, although at 45% this still represents a significant minority. Anxiety around fitting in is noticeably higher among applicants with disabilities and LGBTQ+ applicants. Estranged applicants are significantly less likely to have someone to turn to in a crisis (40% disagree, compared to 12% among those who are not estranged). However, this is not the case for care experienced applicants, suggesting a heightened vulnerability among applicants who are estranged compared to those who are care experienced. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score On the whole, I have good relationships with family and friends 5% 13% 25% 54% I have people I can turn to in a crisis I get on well with other students at my school/college 6% 17% 27% 47% *I’m anxious that I won’t fit in at university 16% 18% 21% 24% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 6: Breakdown of responses to Social theme questions The Social score measures the strength of existing social relationships and social confidence in the context of going to university. Up 2 from 2024 66 Applicants are more positive regarding their social lives and relationships across all questions compared to last year, resulting in a two-point rise in the Index score for this theme. 3% 5% 8% 17% 24% 45% 3% 20% Figure 7: Agreement with “I’m anxious that I won’t fit in at university” by specific demographics Trans and non-binary applicants 71% Applicants with a mental health condition 68% Neurodivergent applicants 65% Applicants with physical or sensory disabilities 63% LGB+ applicants 63% Unite Students | Applicant Index Report 16 INTRODUCTION THEMATIC ANALYSIS SOCIAL METHODOLOGY TOPICAL ISSUES BACK TO THEMES

2024 2025 2023 6% 6% 5% 20% 19% 19% 26% 27% 29% 14% 14% 16% 25% 9% 10% 6% 25% 26% Figure 8: How often do you feel lonely? 2023-2025 All the time Most of the time At least once a week At least once a month Only rarely Never Loneliness Overall, international applicants are less likely to be lonely compared to UK applicants, 28% of whom feel lonely all or most of the time. Chinese applicants are most likely to say they are never lonely (34%), which may be due to cultural factors. Similar to 2024, loneliness is also linked to socioeconomic background, with 35% of applicants who qualified for free school meals being lonely all or most of the time. Sexuality and gender identity also has an impact: almost half of trans and non-binary applicants (47%) are lonely most or all of the time. Furthermore, around half of all applicants with a mental health condition (49%) feel lonely all or most of the time. This year, we invited applicants to comment on the reason for their loneliness and used sentiment analysis to identify recurring themes. This chart sets out the number of comments linked to each theme, providing a snapshot of the most common reasons given for loneliness. International applicants mentioned reasons relating to missing family, or not being understood, suggesting that it was linked to studying away from home prior to university. UK domiciled applicants were more likely to mention a lack of friends, and too much time spent indoors. However, overall there was a remarkable consistency in the themes raised by applicants regardless of their nationality. Being affected by mental health conditions, family issues including past trauma, and not being understood or difficulty relating to others were common themes. THEMATIC ANALYSIS FINANCE Figure 9: Sentiment analysis of “Why do you feel lonely?” (number of comments) Lack of support 170 163 Few / No friends 82 Feeling misunderstood / Not fitting in 65 Negative / Disordered thoughts 53 Struggle being by myself 47 Miss family 45 Distant / Poor friends 36 Isolating self / Difficulty opening up to others Unite Students | Applicant Index Report 17 BACK TO THEMES INTRODUCTION THEMATIC ANALYSIS SOCIAL METHODOLOGY TOPICAL ISSUES

7% 17% 27% 4% Community Female applicants are more likely than male applicants to agree that they are looking forward to making friends from different backgrounds (84% compared to 78%), whereas male applicants are more likely to say they have little interest in the social side of university (35% compared to 28%). Care experienced applicants are much more likely to agree they have little interest in social side of university (51%), which may in part be driven by the older age profile of this group. I would like to feel like I belong when I’m at university 5% 11% 23% 58% I look forward to making friends from different backgrounds *I have little interest in the social side of university I want to be an active part of the student community while I’m at university Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 10: Breakdown of responses to Community theme questions The Community score measures the orientation of the cohort towards being part of a student community, and the importance they place on this. 71 This year’s applicants are more likely to want to belong at university, and to be an active part of the student community, compared to last year’s cohort. 2% 4% 14% 25% 2% 56% 34% 21% 15% 15% 16% 46% Up 1 from 2024 *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score Unite Students | Applicant Index Report 18 INTRODUCTION THEMATIC ANALYSIS COMMUNITY METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Welcome and Belonging This year, applicants in general are more confident about their welcome and sense of belonging than last year, and socioeconomically disadvantaged applicants are more sure they will feel welcome. Overall, international applicants are far more likely to expect to feel welcome (86%) and that they belong (80%). Applicants who have attended a fee-paying school are more likely to expect to feel like they belong (69%) than those attending a state school (59%). The disparities seen in 2024 across socioeconomic groups in terms of expected welcome have not been replicated this year, however applicants from D and E socioeconomic groups, and those who had qualified for free school meals are still less likely to expect a sense of belonging than their peers (51% v 61%). Other groups of applicants that are less sure of their sense of belonging at university include estranged applicants, neurodivergent applicants and applicants with a mental health condition and/or other disability. Additionally, those applying for degree apprenticeships are less likely to expect to feel that they belong. Figure 11: Expected welcome and belonging (agreement) 2024 and 2025 2024 2025 80% 70% 60% 50% 40% 30% 20% 10% I expect I will feel welcome 0% I expect I will feel like I belong 58% 64% 68% 74% Unite Students | Applicant Index Report 19 INTRODUCTION THEMATIC ANALYSIS COMMUNITY METHODOLOGY TOPICAL ISSUES BACK TO THEMES

8% 13% 28% 2% Wellbeing *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score I feel loved 7% 16% 25% *I feel ashamed *I feel rejected by others I feel capable of making decisions Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 12: Breakdown of responses to Wellbeing theme questions The Wellbeing score combines two different sets of questions to take a snapshot of the mental wellbeing of the cohort. 65 The wellbeing of applicants has improved this year, with 48% of all applicants strongly agreeing they feel loved, up from 45% in 2024. Applicants are less likely to feel ashamed this year, and agreement with “I feel rejected by others” has reduced from 35% to 30%. The finding in 2024 of higher levels of shame among Chinese applicants was not replicated this year. 4% 21% 18% 15% 15% 48% 48% 22% 18% 14% 32% 14% 30% International applicants feel more capable of making decisions (90%) compared to UK applicants (72%). This is likely to reflect a selection effect among international applicants who, by definition, are confident and decisive enough to be applying to study in a different country. Applicants with disabilities and health conditions, including mental health conditions and those that are neurodivergent, score more negatively across all four measures. Nearly a third of applicants estranged from their parents don’t feel loved (29%), almost triple the rate of the overall average. Up 2 from 2024 Unite Students | Applicant Index Report 20 INTRODUCTION THEMATIC ANALYSIS WELLBEING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Figure 13: Responses to ONS Standard Wellbeing Measures for higher education applicants 2019-2025 Life satisfaction 25 20 15 10 5 0 18 13 10 10 15 19 Life worthwhile 20 16 15 16 21 23 Happiness 21 18 17 17 21 25 Low anxiety 25 22 14 16 22 22 2019 2021 2022 2023 2024 2025 The Office for National Statistics (ONS) Standard Wellbeing Measures use a 0-10 scale to assess the level of self-reported life satisfaction, feeling that life is worthwhile, happiness and anxiety across the population. Results are reported in terms of the percentage of the population that reports the highest levels (score of 9 or 10) in the first three questions, and the lowest levels (0 or 1) of anxiety. This year sees an overall return to – and improvement on – pre-pandemic levels of wellbeing. However, as was the case last year, this is largely driven by international applicants. Among UK applicants there has been no recovery from the changes seen during and just after the pandemic. Figure 14: Responses to ONS Standard Wellbeing Measures for UK domiciled applicants 2019-2025 Life satisfaction 25 20 15 10 5 0 18 13 10 10 11 11 Life worthwhile 20 15 15 16 16 16 Happiness 21 18 17 16 17 16 Low anxiety 24 22 14 16 18 16 Unite Students | Applicant Index Report 21 INTRODUCTION THEMATIC ANALYSIS WELLBEING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Disabilities and health conditions This year sees a continuation of the upward trend in the prevalence of neurodivergent conditions among applicants, however there is a further small reduction of the proportion with mental health conditions which is beginning to look like part of a welcome downward trend. Among this year’s applicants, 13% have ADHD compared to 10% in 2024, with a similar rise in applicants with autism spectrum condition. Degree apprenticeship applicants were more likely to have ADHD (21%) which may reflect preferred learning styles. Mental health conditions are more prevalent than average among younger white female applicants. However, demographic groups with the highest rate of mental health condition include LGB+ (38%), those who are neurodivergent (35%) or have a physical or sensory disability (37%), those in SEG group E (36%), and trans and non-binary applicants (42%). Additionally, trans and non-binary applicants were significantly more likely than cis applicants to have each form of disability, with autism spectrum condition being the second most prevalent (37%) after mental health condition. 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* 15 17 13 9 3 3 3 3 3 3 2 2 1 2 3 5 5 5 5 5 5 5 5 6 5 15 8 4 4 4 4 4 4 4 4 6 6 6 7 7 8 8 10 19 19 20 2021 2022 2023 2024 2025 Figure 15: Incidence of self-reported disability among the applicant population 2019-2025 2019 Base = applicants with a disability or health condition (2025: 883) *Prior to 2022, ADHD was included in the Specific learning difficulties category Unite Students | Applicant Index Report 22 INTRODUCTION THEMATIC ANALYSIS WELLBEING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Compared to 2024, this year’s applicants who have one or more disability are just as likely to need additional support or adjustments for assessments, but slightly more likely to need support or adjustments for learning. In the light of the advice note published by the Equality and Human Rights Commission following the Natasha Abrahart case, which confirmed the anticipatory duty on higher education providers to make adjustments for assessment for disabled applicants, this reinforces the ongoing need for an inclusive approach to learning, teaching and assessment. Overall, international applicants have a lower rate of disability compared to UK applicants. Those international applicants who are disabled are more likely to have a sensory or mobility disability and less likely to have a neurodivergent or mental health condition compared to UK applicants. International applicants who are disabled are more than twice as likely to think they will need additional support for day-to-day life (49%) than their UK counterparts (22%). This year’s disabled applicants are just as likely to have disclosed their disability as part of the applicant process. Disclosure was much higher among applicants with a sensory or physical disability (70%) compared to those with neurodivergent (53%) and mental health (48%) conditions. The percentage of those who intend not to share at all has fallen from 20% in 2024 to 16% in 2025. This year we asked applicants who were not planning to disclose their disability to share their reasons. Common reasons included: • It didn’t feel necessary because there was no impact on their learning • The disability was not diagnosed, and they believe that the university would not respond because of this • A fear of judgement Figure 16: How, if at all, do you think your disability or condition will affect your life at university? 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 32% 29% 36% 37% 27% 28% 25% 25% 9% 10% Base = 883 (applicants with a disability or health condition) 2025 2024 Unite Students | Applicant Index Report 23 INTRODUCTION THEMATIC ANALYSIS WELLBEING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Figure 17: Which, if any, of the following best describe any mental health issues you have experienced in the last two years? 2023 2024 2025 Mental health Separately from the disability questions, all applicants were asked about their experience of mental health issues over the last two years. Rates of mental health conditions experienced over a two-year period have remained reasonably stable since 2023, and there is some evidence of a decline in anxiety. Experience of poor mental health is more prevalent among UK applicants and those who are neurodivergent. UK applicants were significantly more likely to have experienced anxiety, depression and eating disorders, compared to international applicants. Being neurodivergent doubles the prevalence of eating disorders, with 28% of neurodivergent applicants experiencing eating disorders compared to the overall average of 12%. A small proportion of non-disabled applicants (5%) had experienced an eating disorder, suggesting that it is not always considered to be a disability by applicants themselves. 40% 35% 30% 25% 20% 15% 10% 5% Anxiety Eating disorder (including Anorexeia, Bulimia, Binge eating disorder) Post-traumatic stress disorder (PTSD) 0% 38% 37% 35% Depression 23% 24% 22% 10% 12% 12% Obsessive compulsive disorder (OCD) 6% 7% 7% 5% 5% 5% Personality disorder 2 5% 4% Bipolar 2 3% 4% Schizophrenia / psychosis 2 2 2 Other 1 1 1 Unite Students | Applicant Index Report 24 INTRODUCTION THEMATIC ANALYSIS WELLBEING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Resilience International applicants are more confident about meeting deadlines (78%) compared to UK applicants (62%), and Chinese applicants are more positive in all four areas compared to their peers. Half of LGB+ applicants and 63% of trans and non-binary applicants agree that after doing badly at something they don’t like to try again, along with 47% of neurodivergent applicants, suggesting that these (intersecting) groups may be more vulnerable to setbacks. *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score I am willing to take on short term discomfort for long term gain I have a clear idea of my goals I always meet deadlines *If I do badly at something, I don’t like to try again 22% 17% 18% 18% Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 18: Breakdown of responses to Resilience theme questions The Resilience score measures the ability of applicants to plan and work effectively towards goals and to bounce back after a setback. 66 This year’s applicants are more likely to have a clear idea of their goals and are more willing to take on short-term discomfort for long-term gain. 4% 8% 16% 25% 25% 7% 15% 29% 3% 46% 48% 5% 11% 17% 25% 41% Up 1 from 2024 Unite Students | Applicant Index Report 25 INTRODUCTION THEMATIC ANALYSIS RESILIENCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Learning *For this question, agreement indicates a negative response; the score for this question was reversed when calculating the index score My chosen course is a good fit for me *I think I will struggle to keep up with other students on my course I am sure I will complete my course I’m confident I can learn the knowledge and skills needed for my course Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 19: Breakdown of responses to Learning theme questions The Learning score measures academic confidence among the cohort, combined with the level of comfort with course choice. 71 Learning confidence has risen this year, following a downturn last year. Based on qualitative data, last year’s applicants were strongly affected by the COVID pandemic at a critical point in their education. The impact on this year’s applicants may have been milder due to lockdowns taking place at an earlier stage of their education. For example, for the majority of this year’s school or college leavers in England, GCSE or equivalent courses will not have been disrupted by lockdown. 8% 13% 22% 4% 60% However, academic confidence can be affected by socioeconomic background. UK applicants from socioeconomic group A are most likely to strongly agree that they are confident they can learn the knowledge and skills needed for their course (36%) when compared to the average of all other groups (23%). International applicants have higher learning confidence in general compared to UK applicants, which is likely linked to the characteristics of applicants who choose to study overseas. Care experienced applicants are more likely to think they will struggle to keep up with others on their course (59% compared to 39%). Applicants with disabilities are also more likely to think they will struggle to keep up, and trans and non-binary applicants are at the highest risk (65%). These groups also express lower confidence in the other questions within this theme. 19% 19% 20% 21% 21% 4% 11% 19% 1% 65% 5% 11% 25% 2% 57% Up 2 from 2024 Unite Students | Applicant Index Report 26 INTRODUCTION THEMATIC ANALYSIS LEARNING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

School absence* Last year, school absence due to mental health rose steeply from 30% in 2023 to 36% in 2024; this year’s rate remains stable at 36%, but the duration of absence has increased among those affected. This year, 29% of those missing school were absent for over 20 days, up from 25% last year. However, there is a lower rate of absence among 17-year-old applicants, providing some hope for a future reversal of this worrying trend. School absence is more prevalent among UK based applicants (40%) though it should be noted that it has also affected almost a quarter (23%) of international applicants. In line with last year’s findings, it is more common among female applicants (41%). Gender and sexual minorities are particularly affected. LGB+ applicants (64%) and trans and non-binary applicants (83%) are much more likely to have missed education due to mental health. LGB+ applicants are also more likely to have had longer periods of absence. Applicants with disabilities and health conditions are around twice as likely than average to have been absent from education due to mental health. Perhaps unsurprisingly, 78% of applicants with a mental health condition have missed education due to mental health. Socioeconomic disadvantage also has an impact on school absence – rates are higher for those from socioeconomic group E (57%) and/or those who have qualified for free school meals (52%). *Questions discussed in this section were only asked of respondents who had been in education in the last two years (base=2284)) Unite Students | Applicant Index Report 27 INTRODUCTION THEMATIC ANALYSIS LEARNING METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Employment I am confident about getting the job I want after graduation I have skills and experience that employers want I already have a lot of work experience I have taken part in activities to develop my skills for employment Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 20: Breakdown of responses to Employment theme questions The Employment score measures applicants’ confidence in their graduate employment prospects together with their employability skills and experience. Up 3 from 2024 67 The overall employment theme score has increased for the second year running, rising by 5 points over the last two years and representing a strong growth in confidence about, and preparation for, future employability among applicants. This year sees stronger levels of confidence across all areas, with 60% of applicants confident that they will get the job they want after graduation. Male applicants are particularly confident; almost three quarters (73%) think they will get the job they want. International applicants tend to be more confident across all measures, and Chinese applicants particularly so. Applicants that have attended a fee-paying school are more confident about their graduate job prospects, and are more likely to have taken part in activities that develop employment skills (71%) than those from state school (63%). Care experienced applicants are more likely to agree that they have a lot of work experience (68%) and overall are more confident about their job prospects. 9% 16% 27% 43% 4% 10% 16% 25% 5% 45% 14% 19% 22% 33% 11% 9% 19% 24% 43% 5% Unite Students | Applicant Index Report 28 INTRODUCTION THEMATIC ANALYSIS EMPLOYMENT METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Independence I am confident about living independently at university I know where to go to access external support (healthcare etc) if I need it I feel confident about addressing issues related to my studies and living situation independently I feel confident in making decisions for myself Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 21: Breakdown of responses to Independence theme questions Up 2 from 2024 71 For the second year running, confidence is notably higher across each of the four areas, and this confidence appears to be widespread, with few demographic differences. Male applicants are more confident about living independently at university (78%) than female applicants. International applicants are more confident in all areas, including knowing where to go to access external support, despite not yet living in the UK. Applicants with a disability are somewhat less confident in most areas, but are equally confident about accessing external support this year. 7% 16% 24% 3% 50% The Independence score measures confidence in self-efficacy skills relevant to starting university, including ability to access support. 8% 17% 25% 4% 46% 7% 17% 28% 3% 45% 6% 15% 25% 3% 51% Unite Students | Applicant Index Report 29 INTRODUCTION THEMATIC ANALYSIS INDEPENDENCE METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Sustainability I recycle I have made sacrifices so that I can live more sustainably I am careful about my use of water and electricity It is extremely important to address climate change Strongly disagree Moderately disagree Neutral Moderately agree Strongly agree Figure 22: Breakdown of responses to Sustainability theme questions 68 Little has changed in overall applicant attitudes to sustainability since last year, the only change being a stronger level of agreement about having made sacrifices to live more sustainably (59%). International applicants show a higher level of commitment in all questions in the sustainability section compared to UK applicants. For example, 81% of international applicants agree that they have made sacrifices to live more sustainably, compared to 51% of UK applicants. In each of the statements in this section, higher levels of agreement are particularly driven by applicants from China. 6% 15% 25% 4% 50% The Sustainability score measures the strength of feeling about climate change together with personal commitment to living sustainably. 12% 21% 24% 7% 35% 11% 18% 26% 6% 39% 8% 17% 25% 4% 47% No change since 2024 Unite Students | Applicant Index Report 30 INTRODUCTION THEMATIC ANALYSIS SUSTAINABILITY METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Among UK applicants there are signs that the commitment to sustainability is beginning to waver this year. Last year, almost three quarters of UK applicants agreed that it was extremely important to address climate change (73%) and this has fallen to two thirds (66%) this year. Similarly, the proportion who are careful about use of electricity and water has fallen from 62% to 57%. Figure 23: Breakdown of Sustainability scores by UK/International 80% 70% 60% 50% 40% 30% 20% 10% It is extremely important to address climate change 0% 90% I am careful about my use of electricity and water I have made sacrifices so that I can live more sustainably I recycle 85% 66% 51% 73% 57% 82% 81% 81% International UK Unite Students | Applicant Index Report 31 INTRODUCTION THEMATIC ANALYSIS SUSTAINABILITY METHODOLOGY TOPICAL ISSUES BACK TO THEMES

Topical issues 3 Unite Students | Applicant Index Report 32 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Motivations for higher education This year has seen a further development of the post-pandemic changes seen in last year’s survey. Moving away from home is becoming a stronger motivator, alongside other people’s expectations, whereas interest in the chosen subject continues to decline in importance. State school applicants were more likely to be motivated by long-term financial stability than those who attended fee paying schools. Figure 24: What are your top motivations for going to university? Comparison of 2019 with 2024 and 2025 responses* 50% 60% 40% 30% 20% 10% To gain a higher level of education 0% 52% 45% 44% I need a degree to get the job I want 42% 37% 39% Interest in my chosen subject 52% 35% 32% To achieve long-term financial stability 36% 30% 31% To become more independent 27% 27% 29% To meet new people 23% 20% 22% My family expects/expected it 11% 16% 17% Moving away from home 11% 14% 16% To study in the UK 10% 11% 7% Most of my friends are/were going 5% 7% 8% My school or college expects/expected it 4% 7% 8% 2019 2024 2025 *Respondents could select up to 3 choices. Unite Students | Applicant Index Report 33 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Reason for choosing a higher education provider Three quarters of respondents were able to identify a top choice of higher education provider, and this was more common among international applicants. Oxford and Cambridge were more likely to be chosen among international applicants who expressed a preference, whereas Russell Group universities were more popular with UK applicants, though one modern university also made the top 10. A free text question about the reasons for choosing a university revealed a clear difference between UK and international applicants’ motivations for university choice. Sentiment analysis finds that UK applicants are strongly motivated by location, whereas teaching quality, reputation and global recognition are front of mind for international applicants. The low ranking of teaching quality among UK based applicants suggests that TEF scores are not a motivator for them. Figure 25: Sentiment analysis of free text question “Why is this your first choice university?” by domicile 25% 20% 15% 10% 5% 0% 24% 0% Close to home 20% 6% Favoured location / city 14% 6% Course content 14% 12% Subject choice 12% 18% Top choice / “everything” 9% 19% Reputation 7% 6% Top university for chosen course 5% 7% Uni resources / opportunities 4% 24% Teaching quality 1% 15% Global recognition UK International Base = 1611 Unite Students | Applicant Index Report 34 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Alternative to a traditional degree This year, more applicants had considered degree apprenticeships or a full-time job. Those who had qualified for free school meals were more likely to have considered a full-time job (37%). Male applicants (45%) were more likely than female applicants (38%) to have considered a degree apprenticeship. International applicants were less likely to have considered a degree apprenticeship or full-time job, but more likely to have considered other type of work-related training or education. Figure 26: When applying for university did you seriously consider any of the following options as an alternative? 45% 35% 40% 30% 25% 20% 15% 10% 5% 0% 36% 41% Degree apprenticeship 25% 29% Taking a full-time job 21% 22% Other type of apprenticeship or work-related training 17% 17% Other type of full-time education 28% 21% None of the above 2024 2025 Unite Students | Applicant Index Report 35 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Withdrawing before enrolment Last year, for the first time, we asked applicants how likely they were to withdraw their application. This year’s applicants gave a very similar response, with around a third thinking that it is likely. In line with last year, UK applicants are more likely to think they will withdraw compared to international applicants. However, there have been some changes in the reasons for considering withdrawing. This year, stories about university in the media has emerged as a stronger reason, and act as a more influential deterrent to international students, especially those from China. Figure 27: 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? Figure 28: If you don’t go to university, what is most likely to be the reason? Not at all likely Not likely Somewhat likely Likely Very likely Don’t know 40% 50% 60% 70% 80% 90% 100% 30% 20% 10% 0% 30% 33% 2025 2024 20% 9% 5 3 33% 32% 19% 9% 4 4 Financial issues 35% 30% 25% 20% 15% 10% 5% 0% Not achieving the grades you need Lack of confidence Mental ill-health Homesickness Physical ill-health Stories about university in the media Other / don’t know 32 33 12 14 15 17 21 24 28 27 22 21 15 13 10 5 Base: Applicants who think it is likely that they will not go to university (797) Respondents were able to select more than one reason 2024 2025 Unite Students | Applicant Index Report 36 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Impact of technology This year we introduced a new series of questions about the impact of technology – specifically artificial intelligence (AI) and social media – on applicants’ lives. We also tested the overall acceptability of AI among applicants using a broad statement. In general, international applicants are more positive and more experienced with AI compared to UK applicants. Nearly a third of applicants are against the use of AI, though UK applicants are much more likely to be against it (36%) than international applicants (17%). Social media has negatively impacted the learning confidence and ability of 41% of applicants. Again, UK applicants are more affected than international applicants, furthermore over half (54%) of disabled applicants are affected. However, 42% of applicants have used social media and/or AI to guide their decisions about university. Overall, two thirds of applicants (67%) have used AI to assist them with their learning. Male applicants were slightly more likely to have used it (71%) compared to female applicants (66%). There is a significant difference in AI use for learning between international and UK applicants. International students are much more likely to have used AI for their learning, and only 16% have not used it. AI usage was particularly high among applicants from China. There is no meaningful difference between socioeconomic groups in their use of AI, suggesting that access to technology is not a factor. In fact, it is difficult to see any demographic clues about why some applicants have not used AI for their learning. It may be due to personal beliefs about AI, and indeed there is a high level of cross- over between those who say they are against the use of AI and those who have not used it for their learning. Among those who have not yet used AI for learning, only 21% expect to use it in higher education. Figure 30: Have you used Artificial Intelligence chatbots (e.g. Chat GPT) to assist with your learning and education? I am against the use of AI Social media/AI chatbots have guided my decisions about university (e.g. course choice, university choice, alternative options) My learning confidence and ability has been negatively impacted by use of social media Figure 29: Attitudes towards specific technologies 16% 19% 26% 16% 12% 14% 30% 11% Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree Don’t know 1 2 2 13% 18% 23% 23% 23% 23% 29% 40% 50% 60% 70% 80% 90% 100% 30% 20% 10% 0% 83% 16% 1 International 61% 4 35% UK 67% 30% 3 All Not sure Yes No Unite Students | Applicant Index Report 37 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Impact of technology The analysis summarises both the themes that arose in the free text comments and the sentiment behind the comments. Overall, technology seems to have had a positive impact on learning, though many applicants remain ambivalent. While not conclusive, this analysis may suggest areas for further research. Figure 31: Top themes in response to the free text question: “Is there anything else you would like to comment on regarding the impact of technology on your education / progression to university?” 60% 50% 40% 30% 20% 10% 0% 48% 37% 17% Learning (broad) 26% 13% Positive impact (general) 3% 19% Negative impact (general) 8% 11% Over-reliance 2% 8% 6% Correct usage 5% 6% 5% Coursework / essays 11% 4% Convenience 5% 9% Understanding and comprehension 7% 6% University decisions / applications 4% 2% Research Positive Ambivalent Negative Base = 850 Unite Students | Applicant Index Report 38 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Methodology 4 Unite Students | Applicant Index Report 39 INTRODUCTION THEMATIC ANALYSIS METHODOLOGY TOPICAL ISSUES BACK TO CONTENTS

Methodology 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 28th March and 6th May 2025 with 2,331 respondents who were planning to start a full time degree or degree apprenticeship course in the 2025-26 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% Unite Students | Applicant Index Report 40 INTRODUCTION THEMATIC ANALYSIS BACK TO CONTENTS METHODOLOGY TOPICAL ISSUES

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 Unite Students | Applicant Index Report 41 INTRODUCTION THEMATIC ANALYSIS BACK TO CONTENTS METHODOLOGY TOPICAL ISSUES