The topic of law student stress has garnered increased attention in legal education. Given the prominence of this issue, LSSSE created a 9-question Law Student Stress Module that was appended to the core survey and administered to a subset of students at 13 law schools. The module gathered 3,716 responses that provide interesting insights into this under-researched but central aspect of the law student experience.
The first question in the module asked respondents:
During the current school year, how would you characterize your level of law school related stress or anxiety?
Respondents were given a 7-point scale to characterize the intensity of their stress or anxiety. The first point on the scale (1) signified no stress; the last point (7) signified “very high” stress. For purposes of the analyses below, we constructed the following three response groupings:
Half of respondents reported high stress or anxiety during the school year, 46% reported medium levels, and 4% reported low levels (Figure 1). This means that virtually every respondent reported appreciable law school related stress or anxiety. These proportions are not surprising given the nature of legal education, and it is important to note that stress and anxiety are not always associated with negative outcomes.
While nearly half of all law students indicated high levels of law school related stress, 3L students reported statistically significant lower levels of law school related stress than either 1Ls or 2Ls (Figure 2).
The Law Student Stress Module identified six elements of the law school experience that are believed to be common stressors for students. Using the same 7-point scale, respondents were asked to indicate the extent to which each element indeed caused them stress or anxiety.
The elements are listed below, in order of the proportion of respondents who indicated high levels of stress or anxiety relating to each (Figure 3):
About three-quarters of respondents reported that concerns about academic performance and academic workload were sources of high stress and anxiety. More than half of respondents indicated that concerns about job prospects and finances (including student debt) were sources of high stress and anxiety. About a third of respondents indicated that competition with their peers and concerns relating to the classroom environment (including the teaching methods) were sources of high stress.
Stress related to academic performance was more prevalent for 1L and 2L students than 3L students. A similar pattern was shown for stress related to academic workload, competition amongst peers, and classroom environment/teaching methods where 1Ls reported the most stress, followed by 2L and 3L students. Conversely, 3L students reported being more stressed about financial concerns/student debt and job prospects than either 1L or 2L students (Figure 4).
Stress in law school impacts student performance. About half (46.9%) indicated that stress or anxiety impacted their law school performance with only 19.5% indicating either “not at all” or “very little.” Only 8.2% of the respondents indicated that their law school “very much” emphasized ways to effectively manage stress or anxiety with the vast majority (69.7%) indicating either “very little” or “some.”
First-year students reported that stress or anxiety impacted their law school performance at higher rates than 3L students. However, 1L students also reported their law school emphasized ways to effectively manage stress greater than 2L or 3L students.