Trading up through Ucas clearing: how to advise students

For counsellors who have been working as Ucas advisers for some years, you will remember when Ucas offered “Adjustment”, which was discontinued in 2022. Students who exceeded their firm offer had five days to try to upgrade to a better institution. 

Because very few students made use of this option, Ucas streamlined the clearing system to make it easier to use by introducing the Decline My Place function, so students may enter themselves directly into clearing for whatever reason.  

Interestingly, according to Ucas, “mind changers” and “trade ups” made up 33 per cent of all clearing users in 2024. Mind changers had increased 9 per cent since 2023. Ucas states: “This reflects a growing trend of applicants proactively seeking courses that better align with their evolving needs and goals.” 

Therefore, counsellors need to be ready for this increased interest, to be able to advise students on making these types of decisions.

Why trade up?

There are many reasons why some students might consider trading up.

Supporting ambition and academic growth

Clearing provides high-achieving students with a second chance to pursue institutions or courses that were perceived to be previously out of reach. This can be especially useful for those who underestimated their academic ability as a result of conservative predicted grades, or who were under-confident at the application stage and therefore played very safe with their choices.

Realigning with academic potential

Better-than-expected results may prompt a reassessment of a student’s long-term goals. Trading up can help students align their university choice with their full academic capabilities, potentially improving motivation, engagement and career prospects.

Flexibility in a competitive environment

Clearing gives students a mechanism to pivot based on real outcomes, not projections. This adaptability is a strength in a system where many decisions are made months before final results are achieved.

Equity for under-represented students

Students from disadvantaged backgrounds might have initially limited their applications, possibly because of a lack of support and guidance. Clearing can serve as a second chance to access universities that could better support their ambitions.

Important points to consider

Before students make such a significant decision, however, there are important points that counsellors should discuss with them and their parents. Your conversation could focus on any or all of the points below, depending on the context of the specific student.

Re‑evaluate your original reasons for applying

Why did you firm that course in the first place? Do those reasons still stand? If not, what are you now looking for and why has this changed?

Research thoroughly before you release yourself into clearing

A prestigious name or higher entry tariff does not guarantee a better student experience. It is therefore essential that students research the course or university they wish to contact via clearing as much as they did their original choices, to ensure that they are making a well-informed, sensible decision that they will not regret later. 

This is where a counsellor’s alumni network can be extremely helpful, because you can connect your student with others studying at the specific institution, enabling them to have a meaningful conversation and ask their questions.

Beware the prestige switch

If the only motivation for trading up is league‑table status and ranking, think twice. This type of application might go against the best fit for the student, and should be approached with caution.

Be wary of sudden course switches

If you have a student who suddenly decides to move towards a different field of study simply because there is an available spot at a specific university they have their heart set on, definitely discuss this in more detail. Try to tease out whether they will actually enjoy studying the new subject as much as the old one. Explain the dangers of embarking on a course that they are not really interested in and emphasise the importance of choosing the course before the university. 

If you are aware (and it happens) that they have previously been considering the specific new course, this is less of an issue and clearing can provide a suitable opportunity to make that final course decision.

Accommodation

Advise the student to check the accommodation options. Make them aware of the potential difficulties of changing location at the last minute, particularly if a specific university has known issues with accommodation.

Check support structures

Well-being services and transition help can differ widely among institutions. So if this is an important factor for the student, they should research this in detail.

Stress and uncertainty

Clearing is a fast-paced, high-stakes process. Making life-changing decisions in a matter of hours or days can lead to anxiety and poor choices, especially when students feel pressure from parents or peers. To avoid this, prepare students ahead of time when you send out your clearing advice, so they have plenty of time to think about their options and do their research.

Dispel myths

Sometimes students or parents have preconceived ideas about the clearing process that need to be addressed. For example, they might believe that clearing is only for people who have failed or that universities view students differently if they have entered through clearing.

A cautionary note: avoid rushed decisions

It it essential to remind students that trading up should be a considered decision, not a knee-jerk reaction to unanticipated success. Before they make the switch, encourage students to reflect and ask themselves some key questions:

• Does this new course align with my interests and goals?
• Have I researched the university environment and support structures?
• Would I have chosen this course if I had received these grades earlier?
• Am I making this decision for myself or for appearances?

Sometimes staying with the original choice is the best move. A well-researched, value-aligned decision often leads to better long-term satisfaction than a last-minute switch driven by status or pressure.

As educators and advisers, our role is to help students weigh opportunity against risk and provide them with a supportive environment in which to do this. Ucas clearing can be a powerful tool for realignment but it requires calm reflection, not impulsive action. With your guidance, students can make decisions that are not only academically sound but personally meaningful.