“She’s made of the right stuff.” “That one’s Oxbridge material.”
These phrases used to be thrown around. They make out that some students are simply destined for highly competitive universities, whilst others are made right. There’s some intuitive appeal. It’s simple and uncomplicated – but it’s also wrong.
There’s little evidence to support the notion that success at universities like Oxford and Cambridge is pre-coded in somebody’s DNA. What does make a difference, however, is far more agency for teachers and learners: encouragement, opportunity, and the ability to develop curiosity and resilience over time.
Moving beyond the myth
If Oxbridge isn’t about being “born brilliant”, what is it about?
It’s not perfect grades. It’s not flawless exam results, and it’s certainly not about ticking every box. Instead, admissions tutors are looking for something more subtle, qualities that don’t always show up neatly in exam scores:
- A genuine interest in a subject
- The ability to reason and think critically
- A willingness to explore ideas and engage in discussion
- The confidence to answer a deceptively simple question: “What do you think?”
These are not fixed traits. They can be nurtured, and that’s where teachers come in.
The quiet power of encouragement
For many students, applying to a highly competitive university isn’t even on their radar. Not because they lack ability, but because they lack encouragement. Teachers play a pivotal role here.
Spotting potential doesn’t mean identifying the loudest or highest-achieving student in the room. Often, it’s about recognising quieter signals: curiosity, persistence, or a willingness to wrestle with complex ideas. When that potential is acknowledged, something shifts. Students begin to see themselves differently. Possibilities open up.
Why encourage Oxbridge applications?
Let’s be honest, supporting students through competitive applications can feel like a big ask. It burns through precious time, energy, and (sometimes!) emotion. And the odds? More than 80% of applicants won’t receive an offer. So why encourage it at all?
It’s because the value isn’t just in the outcome, it’s in the process. Applying to Oxbridge challenges students in ways few other experiences do. It pushes them to think deeply, engage independently, and develop skills that benefit any university application (and beyond). Even for those who don’t receive an offer, the journey itself can be transformative.
Imagine training for a marathon or climbing a mountain: if you didn’t come first, or reach the summit, it wouldn’t mean that your time and effort were wasted. Growth happens along the way. As a tutor for fifteen years in Oxford, I distinctly recall not getting into Cambridge when I was a teenager. However, I feel neither shame nor regret for having been encouraged by teachers to go for it.
What makes Oxbridge different?
Part of the appeal lies in what makes these universities distinctive. Small-group teaching, often just two or three students to a class, creates an environment where ideas are tested, challenged, and refined. It’s intense, but incredibly effective.
There’s also the collegiate structure: smaller communities within a larger university, offering both academic and pastoral support.
And, importantly, despite common assumptions, studying at Oxbridge costs no more than attending other UK universities, while often offering more generous financial support.
It’s not about a “type”
Another persistent myth is that there’s a specific “Oxbridge type”. In reality, students come from a wide range of backgrounds, personalities, and experiences. They’re not all extroverted high-flyers. Many are thoughtful, reflective, neuro-diverse, even wholly unsure of themselves.
What they share is not a personality type, but an approach:
- They’re willing to engage with difficult questions
- They’re open to changing their minds
- They’re prepared to think independently
In short, they don’t just absorb knowledge, they create new ideas. Sometimes the hot-shot exam-acers don’t want to go there.
The teacher’s role in opening doors
Encouraging a student to apply to Oxbridge isn’t about pushing them toward a particular path. It’s about expanding their sense of what’s possible.
It’s about saying: “You could do this, if you wanted to.” And then supporting them as they explore that possibility, because when we move beyond the idea of “natural ability” and focus instead on potential, effort, and curiosity, we create space for more students to thrive.
Dr Matt Williams is an Access Fellow at Jesus College, Oxford University.
