Quality of Relationships and Grades in Law School
By: Steven Feldman
According to recent data from the Law School Survey of Student Engagement (LSSSE), in general, law students report positive relationships with students, faculty, and administrative staff/offices (see Figure 1). Although relationships with all three groups are rated highly, law students report more positive relationships with other students and faculty than administrative staff/offices. 74% of students report strong (i.e., scoring at least a “five” on a seven-point scale) quality of relationships with other students, 73% report strong quality relationships with faculty, and only 58% report strong quality of relationships with administrative staff or offices.
These data underscore the importance of networks in legal education. For many students, classmates serve as study partners, sources of emotional support, and even future professional contacts. The high ratings for student-to-student interactions indicates that students are generally finding support and meaning from their relationships with their peers. Additionally, the relatively high ratings for faculty relationships suggest that students may view their professors as generally approachable and invested in their learning. Strong faculty relationships can also open doors to mentorship and career guidance, which are critical for ensuring student success both during law school as well as post-graduation. Meanwhile, the lower ratings for administrative staff and offices may reflect a lack of meaningful interaction or accessibility. Without such support, students may struggle to navigate their institution’s environment and they may not feel fully supported by their law school.
Figure 2 illustrates the relationship between law students’ quality of relationships with grade distribution. Generally, the more positively students report their quality of relationships with other students, faculty, and administrative staff/offices, the higher their grades. This correlation suggests that positive interpersonal dynamics not only shape students’ emotional well-being but may also contribute directly to their academic achievement. It is possible that students who feel more connected to their law school community are more likely to ask questions and seek help when needed.
This is important because the quality of students’ relationships is not simply a measure of satisfaction with their education—law students who feel like they are a part of a community and are supported by peers, faculty, and staff are more likely to succeed academically. As legal education continues to evolve, fostering meaningful relationships should be considered a key component of improving student success and developing future leaders in the field.