UCAS personal statement - should DD talk about autism?

[Sickdog]

Hi
DD is in the process of drafting her personal statement. We don't know whether she should mention her autism or not. Her autism is relevant in that DD has an unusual academic profile, and sequence of qualifications, that don't fit the expected academic path. Those differences are due to her autism so it's difficult to explain her history without expressly mentioning it. DD is hesitant as she doesn't want to focus on her autism and wants to be viewed and considered in the same light as a NT candidate.

Any thoughts would be welcome!

When you say mention what do you mean?

DS told them he was autistic but there was no focus on it in regard to his academic achievements.

@clockover the issue is that DD struggled with the first shot at sixth form due to anxiety and only finished one A level. She's now doing three new subjects. We're working on the basis that the Universities will want to know why it's taken DD to do 4 years to complete her A levels, and autism plays a large part in why that happened.

I would normally say it's completely up to the DC to mention it or not - my DS is ASD and hates talking about it - but I think she has to explain what went 'wrong' with her A levels. She doesn't need to dwell on it, but there's also an opportunity to take some positives out of it - thanks to having ASD I have developed coping strategies, am able to pick myself back up after disappointment and restrategise, etc etc

I constantly have a battle with my DS over this too - I know he wants to be considered alongside NT people but he is not NT and there is lots of help, support and opportunities available to him to help support him that he will not avail himself of...

Isn’t this what the school reference is for? Anything that has hampered progress is usually advised to be put in the reference. My understanding is PS is only for positive things. The PS is for explaining her passion or reasons/motivations for applying for the course not her own personal history.

That's not what a personal statement should be.

She CAN mention her autism but not in the way you’re say.

Personal statements are for why you want to study the course, why you’re passionate, why you’ve got the skills. If her autism fits here, then mention it.

The teacher reference is where information like you’ve discussed should go. She’ll also disclose her autism elsewhere on the UCAS form.

She can tick the dsa box and mention her resilience in overcoming barriers in her ps (not that all will read it).

I've just looked at the UCAS website and this is what they say under "personal statement":

"If there are any personal circumstances which have affected your educational performance, outline them in your personal statement. For example, this might be something that caused you to miss school - such as a physical or mental health condition, or caring for a family member".

So it seems DD could talk about why she's taken 4 years to complete A levels, but the prevailing view on here is that she shouldn't. I take the point that the issue could be dealt with in the college reference, but DD moved sixth forms so the current sixth form won't really know what happened in her first attempt.

I don't fully understand here, forgive me though because I am from Scotland so different ststem but how can she be in sixth form if she has spent 4 years doing A level

Yes, I don’t fully understand either. Is your daughter now in her 20s if she’s been trying to do her A levels for 4 years?

I would suggest presenting it as overcoming adversity, as in she struggled first time round, but on second attempt was successful, because, despite the problems, she is determined and resilient and has gained coping skills.

Then go on to say why she will make a good student, particularly in the subject she is applying for, and how her additional challenges will give her useful insights and strengths.

I think Universities will be interested in her having thought through potential issues and her having a clear idea of how to address them, and perhaps additional strengths, including the maturity that comes from overcoming adversity, that she brings to the table.

DD is dyslexic but, probably as a result, has developed a strong memory. She learns differently but just as well, which seemed useful to say. She was also able to talk about her strong interest in neuro diversity, and the reading she had done around this.

I would suggest presenting it as overcoming adversity, as in she struggled first time round, but on second attempt was successful, because, despite the problems, she is determined and resilient and has gained coping skills.

This makes sense. Mention it but take the positive from it rather then simply using it to explain/excuse

Again this is something the school (college by now surely?) reference should talk about. Eg 'Dd came to us having had MH difficulties as a result of x which had impacted on her previous study at school. However in the short time that we have known her she has demonstrated that she has overcome these adversities etc etc'

She could mention in her own PS but make it relate to her ability to study x at uni and talk about her determination and resilience.

I agree that she should mention it in her pS but it also needs to be detailed in her reference.

Thanks for all the replies. DD is now almost 20. She has an EHCP so was given funding for a "second try" at A levels as the Plan now covers young people at up to the age of 25. DD is really grateful to have another chance and has put everything into it, with three high predicted grades. She already has one A grade at A level from the first attempt at sixth form so is aiming for fairly competitive courses. We're just trying to strike the right balance between explaining the situation but not trying to use her autism as any form of excuse.

I'll ask DD to speak to her tutor about including something in the college reference.

Thanks for the feedback, it's been very helpful.

Oh I did mean to add that I have autism but I didn’t mention it in my UCAS statement. I also took 2 years to finish a 1 year college course (mental breakdown) but I still got offered a place at a RG University. Sorry if that sounds like bragging or making it sound like it should be easy for your daughter if it’s not.
If your dd WANTS to mention it in her statement she can. She shouldn’t feel like she has to if she doesn’t want to.

My DS in a very similar boat - nearly 20 and has taken 4 years and 3 sittings of A levels: some in Oct 2020, some last summer and a couple of resits happening NEXT summer. Down to a combination of severe anxiety and switching schools between Y12 and Y13 just before covid struck. . This us hus second go at UCAS. He has mentioned the circumstances on his PS, so has his referee, and if you wish to you can declare mental health issues (anxiety included) on the disability section of the UCAS form. So perhaps your DD could do that - declare the anxiety but not necessarily the autism.

Re-read Needmoresleep s post (Fri 22-Oct-21 13:42:07) it's absolutely spot on.

DS (ASD and financially strapped background) explained his unusual educational pathway, qualifications and gaps without any sort of apology or excuse, just here's what I've done so far, here's why I did it a very different way from many, and here's what I've learnt about my strengths and weaknesses and how best I learn, and here's why I want to do this course, what I'm passionate about, and what I want to do with it all.

I'm now a mature student myself (despite a lack of any exams) and in earlier educational climate's wouldn't have stood a chance of getting a university education.
In the current climate and regardless of the rights and wrongs, it is a business.

Obviously it depends exactly what you're applying for and where, but frankly they want bums on seats, and any student whose likely to turn up regularly, and better still apply themselves, is in with a good chance.