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Understanding Law School Stress: What the Research Actually Shows

By Dr. Sarah Bern, Ph.D., Registered Psychologist — — 7 min read

Reviewed by Dr. Sarah Bern, Ph.D., Registered Psychologist, Student Wellness ServicesLast reviewed:

Three decades of research on law student mental health have produced consistent findings — and some important nuances that rarely make it into the conversation. If you are a law student who has wondered whether what you are experiencing is "normal," the evidence is likely to be both validating and illuminating.

The Scale of the Problem

Research by Krieger and Sheldon, published in the George Washington Law Review, found that law students experience depression at rates significantly higher than the general population and than other graduate and professional school students at comparable stages of their training. Similar findings have been replicated across multiple countries and institutional contexts.

The pattern is telling: law students typically arrive at law school with psychological health broadly similar to the general population. Within the first year — often within the first semester — measurable declines in well-being occur. This strongly suggests that the environment of law school itself is a contributing factor, not simply that law school attracts people who are already struggling.

What the Environment Does

Several specific features of legal education have been associated with elevated distress:

  • Forced grading curves: Grading systems that require a fixed percentage of students to receive low marks create zero-sum competition, where one student's improvement comes at the cost of a peer's standing. Research consistently associates competitive grading with higher anxiety and lower sense of belonging.
  • The Socratic method: Cold-calling in large lecture settings can be an effective pedagogical tool — but research shows it is also one of the most commonly cited sources of anxiety among law students, particularly those managing pre-existing anxiety disorders or from marginalized groups who already experience additional scrutiny.
  • Stigma around struggling: Law school culture often equates asking for help with weakness or incompetence. Students who are suffering frequently mask this from their peers, which both increases isolation and reinforces the false belief that everyone else is coping fine.
  • Extrinsic motivation: Krieger and Sheldon's research identified a significant correlation between externally motivated goals — grades, prestige, income — and poorer psychological outcomes, compared to students motivated by intrinsic factors like learning, helping others, and personal growth.

What Protects Against It

The same body of research identifies factors that appear to buffer against the worst outcomes:

  • Strong peer relationships and a sense of belonging within the cohort
  • Intrinsic motivation — pursuing law because of genuine interest, rather than purely external rewards
  • Regular physical activity
  • Access to and willingness to use counselling services
  • Faculty who are perceived as approachable and supportive
  • Awareness of and clarity about one's own values and priorities

An Important Nuance

The research on law student distress is sometimes presented as uniformly bleak. It is not. The studies that show elevated rates of anxiety and depression also show that many law students flourish — and that flourishing is associated with identifiable conditions that can be cultivated.

The goal of the research is not to confirm that law school is inescapably damaging. It is to identify what makes the difference — and there is good evidence that both individual choices and institutional culture can meaningfully shift outcomes.

What This Means for You

If you are struggling: the research suggests this is not primarily a reflection of your character or resilience. It is a response to an environment that has been documented, repeatedly, to produce this response in a large proportion of those who enter it.

If you are doing well: that is worth protecting. The factors that research associates with well-being — strong relationships, intrinsic motivation, physical activity, help-seeking — are available to you regardless of where you are in your law school journey.

References

  • Krieger, L.S. & Sheldon, K.M. (2015). What makes lawyers happy? George Washington Law Review, 83(2).
  • Benjamin, G.A., Kaszniak, A., Sales, B., & Shanfield, S.B. (1986). The role of legal education in producing psychological distress among law students and lawyers. American Bar Foundation Research Journal.
  • Canadian Bar Association (2021). Mental Health in the Legal Profession: Final Report.