Before this academic year, fluctuations in law student anxiety (at least where I work) was seemingly in sync with the changing of the seasons. It was as if the turning of the New England foliage on the campus grounds marked the end of the "honeymoon period" and ushered with it the anxiety marathon which would linger through the finish line of finals. This year, though, feels different.
We all know that anxiety in law school is nothing new; but this semester, I've noticed outward signs of high anxiety much earlier than ever before. Indeed, this semester might set a new personal record with just how many students I have seen in tears by week two or three. Students who used to feel the weight of assignments and grades only later, now appear anxious within the first few weeks.
What is driving this shift, and how can we as academic support and bar professionals help?
Here, are just a few of the factors that I have personally observed this semester which are seemingly contributing to wide-spread anxiety:
1. The Myth of Immediate Competence
With the rise of social media, students are being bombarded with images of success from day one. Whether it is from their peers who are "crushing it" in their studies, or stories of 3Ls landing prestigious internships, this pressure can create unrealistic expectations of self. Many students feel they should hit the ground running and know everything right away. By comparing oneself to the perceived versions of others, self-doubt and anxiety is setting in much earlier.
2. The Proliferation of Smaller Assigned Tasks
The legal curriculum has also changed, with many professors pivoting from an “all or nothing” final exam and incorporating more formative assessments, early research assignments, or even practice exams within the first few weeks. While these are great tools for teaching and learning, and provide more opportunity for individualized feedback, reflection and growth, the proliferation of small assignments across several courses can feel overwhelming to students who are already anxious, have suboptimal organizational or time-management skills, or those who may feel unprepared or uneasy about their performance.
3. The Fear of Falling Behind
One of the oldest but still potent causes of anxiety in law school is the fear of falling behind and being spread too thin. I see many students, particularly 2Ls, who are juggling new responsibilities for the first time. This could be clinics, practice courses, externships, perhaps participation on a student journal, student organization leadership roles, and other extracurriculars on top of their coursework. Even the slightest sign that they might be falling behind academically can lead to disproportionate worry, especially so early in the semester.
What Can We Do? As academic support and bar professionals, we have the unique opportunity to help students manage this early-onset academic anxiety and develop healthy, sustainable strategies to handle the pressure. I do not pretend to be a medical professional (nor do I play one on TV), but here are some effective strategies that I have used to help ease my anxious students.
1. Humanize the Law School Experience
Law school is a marathon, not a sprint; and the first few “miles” may start off a little shaky. After all, thinking “like a lawyer” and understanding why law school operates the way it does takes time to develop. I find sharing stories of your own personal early law school days and overcoming adversity (even if that adversity was trying to make sense of the Rule Against Perpetuities) can give students a healthier perspective and something with which to relate.
2. Emphasize Process Over Perfection
Remind students that the goal of assignments and assessments is not perfection but progress. Encouraging them to focus on learning from feedback rather than simply chasing grades or hyper-fixating on the number on the page can take some of the weight off their shoulders.
3. Teach and Encourage Time Management Early
Introducing students to time management tools and strategies early in the semester can help them avoid the dreaded feeling of being overwhelmed by the variety of tasks. By creating study schedules, setting realistic goals, and breaking down larger tasks into manageable pieces, students can regain a sense of control.
4. Promote Mental Health Resources
As ASP’ers (and often those on the faculty/staff with whom emotional or vulnerable students feel most comfortable reaching out), we mean well; but sometimes, I know I am not professionally equipped to help my students in the way they need it most. It is helpful to remind students about the mental health resources available to them. Whether it is a campus counseling center, mindfulness workshops, or other local support groups, giving students access to these resources early in the semester can help them address anxiety before it snowballs.
(Erica Sylvia, UMass Law)
