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Supporting young people through UCAS Clearing: a guide for teachers and advisers 

BlogSupporting young people through UCAS Clearing: a guide for teachers and advisers 

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Each summer, the UCAS Clearing process represents a pivotal moment for many students – and for the professionals supporting them. While often misunderstood, Clearing is not simply a “last resort”, but a well-established pathway that enables thousands of learners each year to secure a higher education place that suits their goals and circumstances. 

For teachers and advisers, understanding both the mechanics of Clearing and the emotional context surrounding it is key to providing effective support. 

What is UCAS Clearing? 

Clearing is part of the UK university admissions cycle and is used by universities and colleges to fill any remaining places on courses.  

It is available to students who: 

  • did not receive any offers, 
  • did not meet the conditions of their offers, 
  • declined their place, or 
  • applied after the main UCAS deadline.  

In 2026, Clearing runs from early July through to mid-October, with the most intense activity taking place on and immediately after A-level results day.  

Importantly, Clearing is used by a wide range of students – not only those who missed grades, but also those who change direction or decide to apply later in the cycle.

How the process works 

At its core, Clearing is a matching process between students without a confirmed place and universities with vacancies.  

The typical journey looks like this: 

  • Check application status via UCAS Hub on results day. 
  • Search available courses using UCAS listings. 
  • Contact universities directly to discuss suitability and vacancies. 
  • Receive an informal offer (often over the phone). 
  • Add a Clearing choice in UCAS to secure the place.  

Given the speed at which popular courses can fill – often within days of results day – timely, well-informed decision-making is crucial.  

Where does UCAS Extra fit in?

Alongside Clearing, it is also helpful for teachers and advisers to be aware of UCAS Extra, which operates earlier in the admissions cycle. UCAS Extra allows students who have used all five of their initial choices but are not holding any offers to apply for one additional course at a time between February and early July. While it differs from Clearing in both timing and pace, the underlying principle is similar: it provides a further opportunity for students to secure a place that aligns with their aspirations. Raising awareness of UCAS Extra can help students act earlier in the process where appropriate, potentially reducing pressure later in the cycle. 

The role of teachers and advisers 

For professionals working with young people, Clearing support begins well before results day. Effective preparation can significantly reduce stress and improve outcomes. 

Before results day: 

  • Encourage students to research alternative courses and institutions early. 
  • Support them in developing a “plan A and plan B” mindset. 
  • Help them prepare key information (e.g. UCAS ID, results, personal statement).  

On results day: 

  • Provide calm, impartial guidance during what can be an emotionally charged time. 
  • Help students interpret their UCAS status correctly. 
  • Signpost next steps, including contacting universities and exploring options.  

After results day: 

  • Support reflection and decision-making, ensuring choices are student-led. 
  • Reinforce that multiple pathways – including alternative courses or institutions – can lead to positive outcomes.

Key messages to communicate to students 

Teachers and advisers play a vital role in shaping how students perceive Clearing. Some important messages to reinforce include: 

  • Clearing is a normal part of the system, used by tens of thousands of students each year.  
  • Opportunities remain broad – many high-quality courses are available.  
  • Flexibility is beneficial, but decisions should still be thoughtful and informed. 
  • Support is available – from schools, UCAS, and higher education providers throughout the process.  

Creating a supportive environment 

Perhaps the most important role for educators is to create a supportive, reassuring environment during Clearing. Results day can bring disappointment, uncertainty, or last-minute changes in direction. Balanced, positive messaging can help students remain focused and optimistic. 

Encouraging students to view Clearing as an opportunity – rather than a setback – can empower them to explore options and ultimately find a pathway that aligns with their interests and aspirations. 

Final thoughts 

UCAS Clearing is a dynamic and often fast-paced process, but with the right preparation and guidance, it can be a highly effective route into higher education. For teachers and advisers, being informed, proactive and student-centred is key. 

By helping young people navigate Clearing with confidence and clarity, you can play a crucial role in ensuring they move forward positively into the next stage of their journey. 

Further information 

Our recent CPD webinar provides all the information you need to know about Clearing. 

We also have blogs dedicated to Clearing to provide further insight: 

   

Microsoft. 2026. Copilot. [Generative AI]. [Accessed 21 May 2026].