Law students are high achievers. By the time they reach law school, they’ve usually excelled academically, led organizations, and thrived in competitive environments. But that success often comes with a belief that asking for help is a sign of weakness. In academic support, we know the opposite is true. Reaching out early and often is one of the strongest predictors of success. The challenge then becomes creating a law school culture where seeking help is not just accepted but celebrated as professional growth.
There are a few ways to start creating that culture. First, law schools should focus on normalizing help-seeking from day one. Often, I hear from students that they did not visit academic support because they were embarrassed or felt stigmatized. To combat this, support must be part of the “normal” law school experience. Orientation is the first chance to set the tone. Instead of presenting academic support as a resource for “struggling” students, frame it as something all law students use. Phrases like “the strongest students benefit from feedback and coaching” signal that support is universal and part of the experience.
Second, faculty and staff should model help-seeking behavior and adopt the culture they wish to see. It’s difficult to ask for assistance, especially from busy colleagues, but we have a responsibility to show students that professionals seek support. Taking this a step further, encourage colleagues to share their own experiences to show that help-seeking is a professional skill, not a personal flaw. For instance, asking faculty to share that they always ask a colleague to review articles before submitting them models desired behavior and builds a help-seeking culture.
Next, celebrate students that seek support. Spotlighting students who engage with academic support sends a message that using resources is a strength. You might spotlight students in newsletters, in class, and in informal conversations. Success stories that begin with “I started attending workshops” or “I met with the ASP team” reinforce that asking for help pays off.
Finally, continue to connect seeking help to professional identity formation. In practice, lawyers constantly ask for help. They consult with colleagues, research unfamiliar issues, and seek guidance from supervisors. In fact, professional rules mandate this behavior. By framing help-seeking as an essential professional skill, students can see it as practice for the real world.
Ultimately, creating a culture where asking for help is normal won’t happen overnight. It is the product of consistent messaging, modeling, and celebrating the behaviors we want to see. When students realize that seeking support is a sign of strength, resilience, and professionalism, they stop asking “will people think less of me if I ask for help?” and start asking the questions that lead to growth.
(Dayna Smith)
