Why Good Students Struggle to Get Graduate Jobs in the UK (And What To Do About It)

 

There seems to be a depressing article in the press about this almost daily right now!  In parallel, one of the most common conversations I have with students (or their worried parents) begins in a very similar way.  

 

They say something like:

 

"My son has done everything he is supposed to do… so why can’t he get a job? He has a 2.1 Economics degree from Leeds.. it’s so depressing!"

 

These are not typically students who have been drifting through university or avoiding responsibility -in fact they’re usually quite the opposite. Many of them have excellent academic records — often straight A’s at A level, strong degrees  (many of my students have achieved a 1^st!)  Usually, they’ve worked, joined clubs, taken positions of responsibility and built up very credible CV’s, so on paper, they should be competitive. Yet they find themselves applying to dozens of roles, sometimes hundreds, and hearing very little back or only getting ‘so far’ in the process.

It is frustrating, demotivating and crushing – and I speak to many parents who don’t know how to help.  After all, my generation were led to believe that if you work hard academically, opportunities will follow.

 

Unfortunately, the reality of the UK graduate job market has changed quite a lot over the past decade and perhaps even more so in the past couple of years.

 

The reality of the UK graduate job market

 

The UK now produces roughly 800,000 university graduates each year, and many of them are competing for a relatively small pool of structured graduate schemes and early career roles.

Large employers — particularly in areas like finance, consulting, marketing, technology and media — often receive thousands of applications for a limited number of positions. Some schemes attract over a hundred applicants for each role!

 

To cope with this volume, recruitment processes have become increasingly complex, and the more recent introduction of AI has accelerated the complexity of these.  Applications frequently involve multiple stages including online tests, automated CV screening, video interviews and assessment centres. Even very capable candidates can be filtered out early in the process. I’ve seen it first-hand many times - students I would have hired in a heartbeat in my golden days of graduate recruitment being casually rejected by a ‘robot’! 

Often the issue isn’t that the student isn’t capable- but that the system has become more competitive and harder to navigate.

 

Many students discover too late that the hiring timeline starts much earlier

 

Another personal observation is that many students don’t realise how early recruitment now begins.  Many assume that career planning starts in the final year of university, but the reality is that many graduate roles are effectively filled before students reach that stage.

 

Summer Internships — which often lead directly to graduate job offers — usually take place during the summer of the second year and applications for these can open as early as the previous September, requiring early preparation and readiness to submit quality applications and tackle the assessment processes. Getting a ‘Spring week’ or two on your CV or other relevant experience in your first year will start to help you stand out – but the formal Spring programs open for applications during the first term of University – so probably not high on many students agenda as they settle into uni life!  

 

If a student hasn’t been aware of that timeline, they can find themselves reaching the final year of university with far fewer opportunities available than they expected.

 

Why good grades alone are no longer enough

 

Academic achievement still matters, but grades alone rarely make a candidate stand out. Most employers are trying to assess a much broader set of qualities — communication skills, problem solving ability, creative thinking, agility, teamwork, initiative and resilience and they also want to see some concrete evidence that a student has thought carefully about why they are applying for that role or company.  

 

When I work with students, we often begin by developing a clearer personal profile — identifying their strengths, interests, values and preferred working environments, which helps them move away from a ‘scattergun’ approach to job applications and instead focus on career paths where their natural strengths and profile are more likely to fit.

In practice, this tends to produce much stronger applications – and ultimately yields more positive results! 

 

The “perfect career” mindset can also hold students back

 

Another challenge, particularly for high-achieving students, is the belief that their first job needs to be exactly right, when in reality, early careers rarely unfold in such a straight line.

 

Most people begin in roles that allow them to develop skills and experience, and then gradually refine their direction as they learn more about what they enjoy and where their strengths lie.  So, when exploring career options with students, I often talk about aiming for roles that are roughly a 70% match with their interests, skills and working preferences rather than something that feels perfect. Reassuring them that what they start off doing career-wise is unlikely to be what they retire doing is often helpful. 

Careers evolve over time. The most important thing in the early stages is gaining experience, developing transferable skills and building confidence in a professional environment. 

 

The pressure many students feel (and why parents worry!)

 

Over the past 8 years, I have spoken to many parents in despair as they’ve watched their hard working, bright children suddenly feeling uncertain or discouraged as they struggle to get a job. It can be particularly difficult when a student who has always done well academically begins to question their own ability because job applications aren’t progressing. 

What I often reassure both students and parents is that this situation is (sadly) far more common than people realise.

The transition from education into the professional world is not always straightforward, especially in today’s job market. Sometimes the missing piece isn’t talent or effort — it is simply clarity about where a student’s strengths are best applied.  Unfortunately, there is also a huge element of luck.. and it’s a bit of a numbers game! 

 

What tends to make the difference

 

When students do begin to gain traction in the job market, it is usually because a few key things have become clearer.

• They have developed a stronger sense of direction and can explain why certain career areas appeal to them.
• Their applications become more targeted rather than sending large numbers of generic applications.
• And they begin to build a clear narrative about themselves — how their experiences, skills and motivations fit together.

These are not things that most students are explicitly taught at school or university, which is why the process can feel confusing or overwhelming.

 

Through my work with sixth form and university students, I regularly meet young people who are in exactly this position. Often the issue isn’t ability. It is simply that they haven’t yet developed a clear strategy or direction. And sometimes, confidence has been knocked through successive failures! 

 

In coaching sessions, we typically work on identifying suitable career paths, refining CVs and applications, and developing a far more focused job search strategy. Once students have that clarity, the process often becomes much less overwhelming — and results tend to follow.

 

Common questions about the graduate job market

 

Why is it so hard to get a graduate job in the UK?
The main reason is competition. Large graduate employers often receive thousands of applications each year. Recruitment processes are designed to filter candidates quickly, which means many capable applicants never progress beyond the early stages. AI bots and things like ‘quick apply’ buttons on LinkedIn and main job boards exacerbates the volumes of applications companies have to process.

How many applications does it usually take to get a graduate job?
It varies enormously, but it is not unusual for students to submit dozens of applications before receiving interviews or offers. A focused strategy tends to be more effective than sending large numbers of generic applications.

Are good grades still important for graduate jobs?
Yes, but they are rarely enough on their own. Employers also look for communication skills, teamwork, initiative, problem solving and evidence that a candidate has thought carefully about their career direction.

What can students do if they feel stuck in their job search?
Often the most helpful step is to take a step back and review career direction, strengths and application strategy. A clearer sense of direction usually leads to more targeted applications and better results.

 

If you’d like to learn more about how career coaching works, you can find more information on the StudentSpringboard coaching services page, or feel free to get in touch.

 

February 2026

Why Apprenticeships aren't the 'easy' option!

An increasingly common questions I’m asked by both parents and students is:
“I can’t decide between doing an Apprenticeship or going to university?”

 

And it is a big decision — especially when you’re only 16 or 17 and still working out who you are, never mind what career you want! 

 

When I look back at my own A-level years, I had absolutely no idea what I wanted to do next! I guess I got lucky. I loved Psychology, I was (when I applied myself!) a reasonably good student, and university felt like an obvious next step for me. But if I hadn’t enjoyed studying - what then?

 

Back in the late 80s/early 90s, apprenticeships were almost exclusively for trades: electricians, plumbers, hairdressers. All brilliant careers (and in this current day and age still fairly unlikely to be swallowed up by AI!) — but none which I would have excelled in!  Fast forward to today and the landscape has completely changed. Over the past 10–15 years I’ve observed an explosion of opportunities across every imaginable sector: finance, technology, marketing, law, consulting, real estate, engineering, media… Apprenticeships are now a fantastic option for students who prefer doing over endless academic study, while still allowing many to gain a full degree qualification.

 

They are particularly good for students who like practical, hands-on work. Most apprentices spend four days a week in paid employment and one day studying at a college or university — it’s an excellent balance of earning, learning and building real skills.  

 

Sounds like a no-brainer - right? 

 

For some, apprenticeships are the right next move but let me be completely honest: securing one isn’t easy.  Applying for Higher or Degree Apprenticeships in the first months of Year 13 means that many 17-year-olds suddenly find themselves needing a CV, learning to “sell themselves”, navigate application forms, assessments, online tests and interviews — all before they’ve even taken their A levels. Even deciding which apprenticeship routes to apply for can be overwhelming! 

 

This is where I step in.

I help students:

• build their first proper CV
• understand what employers are looking for
• learn how to tackle psychometric tests
• practise video and in-person interviews
• stay organised, motivated and realistic
• and crucially… apply for the right roles (for them) - not just the popular ones
•  

It’s also important to have a Plan B — whether that’s university (so many of my students complete a UCAS application alongside job applications) or a gap year — because these roles are hugely competitive. Even the most excellent candidates will face rejection, sometimes repeatedly, and for many students, this is the first time they’ve experienced real failure, so it can be tough. Helping them understand that this is completely normal (and not a reflection of their worth) is a big part of the coaching process. 

But when a student does secure an apprenticeship, it can be life changing.  They gain real experience, real responsibility, real confidence — and in some cases, a degree with zero debt. They may miss out on the traditional university experience, but that isn’t the right path for everyone anyway. And in larger firms, apprentices often join alongside graduate intakes, creating their own networks and friendships in a different — but equally valuable — way.

 

So, are apprenticeships worth it?

For the right student, absolutely.
They offer structure, learning, independence, professional development and a head start in the world of work.

And if you’re not sure whether it’s the right route for your son or daughter, that’s exactly the kind of conversation I love helping students to navigate.

 

 

 

 

January 2026

Resilience… my word for 2026

 

Resilience – ‘the ability to withstand adversity and bounce back from difficult experiences.” 
It’s a word I’ve been thinking about a lot recently, especially when working with graduates navigating today’s job market.

 

How many applications? 

It’s not unusual nowadays for students to submit 70–80+ applications, spending hours writing compelling applications, preparing for tests, interviews and assessments, only to be met with silence or rejection. With an average of around 140 applications per vacancy — and some firms report receiving well over 1,000 — securing a graduate role or internship has become incredibly challenging. I’ve also noticed more students choosing Degree and Higher Apprenticeships over the traditional university route, a clear shift over the past 4–5 years – but again a challenging path in terms of securing employment.

 

One recent client stands out. When he came to me, he had applied to almost 100 graduate jobs. A first-class Economics graduate from St Andrews, bright, articulate and well presented — yet still rejected time and time again. When we dug into the detail, it became clear he was applying for roles that didn’t genuinely suit his personality, values or working style. It reminded me of my Investment Banking days at Credit Suisse, seeing candidates arrive for assessment centres who were clearly unsuited to the demands of banking, but drawn in by the “prestige” and big pay checks.

 

The Rise of AI..

It’s even tougher now. Before a human even sees your application, many firms use automated screening and AI-based assessments and psychometrics.  The tests themselves have become increasingly complex with candidates often ‘second guessing’ how to answer correctly.  (I often think back fondly to my early days in graduate recruitment at Deloitte in the 90s — when we ran in person paper-based psychometric tests in a small meeting room and marked them by hand! It’s a very different world!)

 

Is there anyone there? 

After the tests come the video interviews - usually with no ‘interviewer’ on the other side of the screen. With this client, it became clear his answers weren’t quite deep enough, and his energy dropped on camera — both common issues I see with many of my clients. Once this is addressed, performance and outcomes tend to improve significantly.

 

If you are lucky enough to reach an assessment centre — whether virtual or in person — that’s where your chances increase dramatically. Understanding how these processes work ‘behind the scenes’, what assessors are looking for, and how decisions are made is exactly where my years in student recruitment have become such an asset in my coaching work.

 

How can I help? 

Something else that has carried through from my corporate career:
I don’t use psychometrics to assess the students I work with.

 

Instead, I take a holistic approach — understanding them as individuals: their strengths, values, personalities, learning styles and the environments in which they thrive. When students understand themselves properly, they apply more strategically to jobs which genuinely fit their profiles and interests, and their confidence and subsequent success grows with it.

 

So yes, resilience feels like an important theme as we go into 2026 as I don’t see this getting any easier any time soon.  But with the right support and a clear sense of direction, young people don’t just “bounce back” — they move forward.

 

 

December 2025

New vs Old: The UCAS Personal Statement and what students need to know

 

I’ve spent the past eight years helping students craft their UCAS Personal Statements, and it’s still one of my favourite parts of the job. I never write statements for students — and never will — but once they’ve had a coaching session to work out which degree courses (and early career ideas) suit them best, we move into a planning session. That’s where we mind map the key content, unpick motivations and experiences, and shape everything into something meaningful and authentic.

 

What Was the Old UCAS Personal Statement Format?

 

Under the old system, the Personal Statement was essentially one long essay.
One page. 4,000 characters.
One chance to explain why you wanted to study a subject — sometimes a subject with slightly different names across your chosen universities — and persuade an admissions tutor that you were the right fit.

 

For many students, this was the stuff of nightmares.
“How do I structure it?”
“What do I say about myself?”
“How do I sell myself without sounding arrogant?”

 

Because the truth is: selling ourselves doesn’t come naturally to most of us.

But I’ve spent years reminding students that the Personal Statement is their moment to shine. Admissions tutors want evidence of genuine motivation — someone who will turn up, work hard, stay interested, achieve well and ultimately enhance the university’s outcomes. It’s not about perfection; it’s about authenticity, potential and commitment.

 

What’s Changed for 2025?

 

From 2025 onwards, the Personal Statement has been broken down into three structured questions. It still has the same 4,000-character limit, but is now divided into sections with a minimum of 350 characters each.

And essentially, it’s still asking the same things as before:

• Why do you want to study this subject?
• How have your current studies prepared you?
• What have you done beyond the classroom that shows interest, motivation or skill?

The intention is good — to make the process clearer and more inclusive, and for some students, the 3-part structure does make it easier. It breaks the task into smaller chunks, which can reduce anxiety and overwhelm.

 

My ‘pros and cons’ of the New Format

 

But if I’m honest, I still find it harder to “shoehorn” nuanced experiences into fixed boxes. The flow isn’t always as natural as in the old essay format, where students could build a narrative more organically. Some answers can feel a little disjointed simply because they’re forced into separate sections. 

 

That said, my approach hasn’t really changed at all. My Personal Statement help sheet — the one I’ve used for years — remains almost identical. Because whether it’s one long statement or three structured responses, the heart of the Personal Statement stays the same:
it’s about telling your story clearly, confidently and persuasively.

 

And that’s the part I enjoy the most - helping students understand what admissions tutors want to see, giving them a framework that makes sense, encouraging them to articulate their strengths and teaching them how to present themselves honestly and effectively.

 

And the best part?

So far, I’m confident I still have a 100% success rate ?

 

Whether I’m working with a nervous Year 12 student or a last-minute “I’ve left this too late” Upper Sixth student, it’s always a privilege to guide them through a process that feels daunting but ultimately helps them understand themselves better.

 

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