LSSSE - Law School Survey of Student Engagement

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LSSSE - Law School Survey of Student Engagement

The Law School Survey of Student Engagement is moving legal education forward by providing educators with critical data about student experiences nationwid

05/20/2026

📝 New Blog Post: Faculty Experiences from the SELFS Study: Workload, Advancement, and Satisfaction

LSSSE Director Meera E. Deo shares new findings from the Study on the Engagement of Law Faculty and Staff (SELFS), which highlight how law professors experience workload, advancement, and overall job satisfaction. While most faculty report manageable workloads, clear and fair review processes, and strong institutional support, the data also signal areas for further exploration, including disparities across identity groups and ongoing concerns about equity in the legal academy.

🔗 Read more at: https://lssse.indiana.edu/news-events/_news/faculty-experiences-from-selfs.html

05/08/2026

🎓 Congratulations to the Class of 2026! 🎉

We wish you all the success in the world as you step into the legal profession. You've earned it!

05/05/2026

📝 New Blog Post: Leisure and Sleep in Law School

New insights from LSSSE 2024–2025 data reveal how law students are spending their limited discretionary time, such as on reading, exercise, socializing, and sleep. While many students make room for leisure and self‑care, sleep remains consistently constrained, raising important questions about learning, well‑being, and institutional expectations.

🔗 Click here to read more: https://lssse.indiana.edu/news-events/_news/leisure-and-sleep.html

04/21/2026

📝 New Blog Post: Trauma and Law Students: Amplifying the Experience of Stress and Anxiety in Law School

New insights from LSSSE and the 2021 Survey of Law Student Well-Being highlight how widespread trauma among law students can intensify stress and anxiety in law school. National survey data show that many students enter or experience trauma during law school, and those affected report higher stress, greater mental health and substance‑use challenges, and lower help‑seeking.

🔗 Click here to read more: https://lssse.indiana.edu/news-events/_news/trauma-and-law-students.html

04/06/2026

📝 New Blog Post: Professional Skills Development by Age

New LSSSE findings show that law students across all age groups generally feel confident about their professional preparation but their experiences aren’t identical. Younger students report the strongest confidence in areas like bar exam readiness, practice readiness, and skills development, while older students tend to be more critical, especially around practical and life management skills.

These differences matter. They remind law schools that students arrive with varied professional backgrounds, responsibilities, and expectations.

🔗 Read more at https://lssse.indiana.edu/news-events/_news/professional-development-by-age.html

03/30/2026

📝 New Blog Post: From Application to Graduation: What LSAC and LSSSE Data Reveal About Students With Disabilities

Jak Petzold (LSSSE Research Analyst) and Deb Langer (LSAC Applied Research Analyst) discuss how students with disabilities face barriers such as stigma and disclosure concerns from the application stage through graduation. LSAC and LSSSE data show:

• Fewer than half disclose disabilities on all applications, often fearing disadvantage.
• 1 in 5 law students report a disability, most commonly anxiety, ADHD, and depression.
• Disabled students are highly engaged but report lower satisfaction and belonging.

These findings reveal a system where barriers accumulate unless institutions act.

🔗 Click here to learn more: https://lssse.indiana.edu/news-events/_news/from-application-to-graduation.html

03/16/2026

📝 New Blog Post: Experiences of Law Students with Disabilities

Law students with disabilities are deeply engaged in legal education, but engagement doesn’t always mean support.

New findings from our 2025 LSSSE Annual Report Disability in Law School show that students with disabilities participate actively in class, prepare extensively, and take on leadership roles in clinics, pro bono work, research, and student organizations, often at higher rates than their non‑disabled peers. Yet despite this high level of involvement, disabled students report lower satisfaction and feel less supported by their institutions academically, socially, and professionally.

Creating inclusive legal education means looking beyond who shows up to ask whether institutional structures truly support all students’ success and wellbeing. Read the full post to explore what the data reveal and what law schools can do better.

🔗 Read more at: https://lssse.indiana.edu/news-events/_news/demographics-of-disability-pt2.html

03/03/2026

📝 New Blog Post: Demographics of Disability

Nearly 1 in 5 law students reports a disability or condition that impacts major life activities. Mental health and developmental conditions are especially common, with many students reporting more than one type of disability. These findings highlight how deeply disability shapes the daily experience of legal education, from classroom participation to navigating institutional expectations.

Understanding who these students are and the wide range of conditions they report is a critical first step toward building policies, pedagogy, and support systems that truly serve them.

This blog post explores the prevalence and types of disabilities represented in law school today. In our next installment, we’ll turn from demographics to experience by examining academic engagement and institutional support.

🔗 Read more at: https://lssse.indiana.edu/news-events/_news/demographics-of-disability.html

02/02/2026

📝 New Blog Post: Understanding Law School Workplaces: Early Insights from the SELFS Pilot Study - Part 1

LSSSE’s new initiative, the Survey on the Engagement of Law Faculty and Staff (SELFS), digs deeper into what it means to create a healthy, supportive, and sustainable workplace for the people who make student success possible.

In this blog post, Chad Christensen (LSSSE Project Manager, Center for Postsecondary Research at Indiana University) shares early insights from the 2025 SELFS pilot, which gathered nearly 1,000 responses from 20 law schools across the country.

Preliminary findings reveal:
✨ Staff overwhelmingly value purposeful, student-centered work
✨ Most are committed to staying in their roles but financial pressures and workplace climate matter
✨ Meaningful structural support often outweighs symbolic gestures

🔗 Click here to learn more: https://lssse.indiana.edu/news-events/_news/understanding-law-school-workplaces.html

01/08/2026

The 2025 LSSSE Annual Report highlights important differences in how law students experience campus services. While most students report high levels of satisfaction overall, students with disabilities consistently report lower satisfaction across all areas, from personal counseling and academic advising to career advising and job help.

Understanding these gaps is a critical step toward creating more inclusive and accessible learning environments in legal education. Read more in the full report at the link below:

https://lssse.indiana.edu/what-we-do/research/annual-results.html

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(812) 856-5823

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http://www.lssse.iub.edu/

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