Survey

Each semester, WBI distributes a survey to all Law School students to gauge law student well-being. While there may always be fluctuations in well-being based on semester timing and progression, our hope is that as the WBI program expands, we will see growth in all areas of well-being.

Spring 2019 Survey

Our Spring 2019 survey has concluded! The data is viewable by clicking the button below this summary of findings.

A total of 176 students completed the survey, representing all class years and a range of gender identities and ages at matriculation.

Across all six factors of well-being (authenticity, autonomy, community, joy, meaning, and vitality), scores were lower than those reported in the fall survey.

Scored on a five-point scale, statements that students expressed the least agreement with included "I regularly observe my peers exhibiting joy" (3.06 out of 5), "Law school has made me a better person" (2.92 out of 5), "I am able to be my "true self" in law school" (2.90 out of 5), and "I feel in control of my level of success" (3.13 out of 5).

Overall, women scored lower in each of the six key factors of well-being except community, with the largest gaps being associated with the statements "I regularly engage in non-academic activities that I enjoy," "I feel in control of my level of success," "Law school has made me a better person," and "My instructors care about who I am as a person."

Students who did not identify as men or women scored significantly lower than both men and women in every factor of well-being, with the largest disparity visible in the "authenticity" and "joy" factors. Individual statements with particularly low levels of agreement include "I am able to be my true self in law school" (2.47 out of 5), "I enjoy my academic activities" (2.65 out of 5), and "Law school has made me a better person" (2.71 out of 5). The single statement with the largest gap between men and students who did not identify as men or women is "I enjoy my academic activities," with a mean response of 3.57 (out of 5) from men, and a mean response of 2.65 (out of 5) from students who did not identify as men or women- a gap of 0.92.

Breaking down the data by class year, we find that students in the Spring of their 1L year generally feel supported, fulfilled, and happy. But by 2L year, students score significantly worse in every factor of well-being, with the largest drops being in joy (from a mean of 3.70 to 3.45) and vitality (from a mean of 3.96 to 3.70. In 3L year, scores for each factor of well-being remain fairly consistent with 2L responses, with the exception of community, which drops from a mean of 3.57 to 3.40, and vitality, which increases from a mean of 3.70 to 4.04.

Non-J.D. students reported greater senses of authenticity than any J.D. class year group, with an especially noticeable gap in statements like "Law school has made me a better person," with a Mondale average of 2.92 out of 5 and a non-J.D. student average of 3.40 out of 5. However, in the open field portion of the survey, a number of non-J.D. students reported feeling as though they are not an integrated part of the greater Mondale community.

While we collected data on age of matriculation as well, no trends across age groups are clear.

Survey data is viewable by clicking the button below.

Fall 2018 Findings

The survey was distributed for the first time in October 2018. Of the six key factors of well-being (authenticity, autonomy, community, joy, meaning, and vitality), we found that students reported the lowest sense of autonomy. Statements that students expressed the least agreement with included "I regularly observe my peers exhibiting joy," "Law school has made me a better person," "I am able to be my 'true self' in law school," and "I feel in control of my level of success."

Overall, women scored lower in each of the six key factors of well-being except authenticity, with the largest gaps being associated with the statements "I am valued by the people around me," "I feel in control of my level of success," and "I am able to take care of my basic needs."

Students who did not identify as men or women scored significantly lower in every factor of well-being. Most concerning were the especially negative responses to the following questions, each of which were scored an average of less than 3 (on a 5-point scale): "I am valued by the people around me," "I regularly observe my peers exhibiting joy," "I am able to be my 'true self' in law school," "The things I am doing in law school matter," and "My instructors care about who I am as a person."

Breaking down the data by class year, we find that students in the Fall of their 1L year generally feel supported, fulfilled, and happy. But by 2L year, students score significantly worse in every factor of well-being, with the largest drops being in sense of joy and sense of authenticity. In 3L year, joy and authenticity recover slightly, but none of the factors approach the levels reported 1L year. Most concerningly, scores for the community and meaning factors continue to plummet 3L year.


Beginning Spring 2019, compiled survey data will be available for each semester.

Survey Questions

The main survey questions are grouped by the factor of well-being they are intended to measure. Each question is on a scale of 1–5, with 1 being "strongly disagree" and 5 being "strongly agree."


Community

  • I am valued by the people around me.

  • When I am having a difficult time, I have people I can turn to for help.

  • My sense of community is not dependent on my academic achievement.

  • I regularly observe my peers exhibiting joy.


Authenticity

  • My values and beliefs are an asset to my legal education.

  • Law school has made me a better person.

  • I am able to be my "true self" in law school.

  • I am proud of the work that I do in law school.

  • I have a clear understanding of who I am and what I value.


Meaning

  • I am making progress toward a goal that makes me feel personally fulfilled.

  • The things I am doing in law school matter.

  • In law school I have been able to engage with issues that matter to me.


Joy

  • I am excited and hopeful about my future.

  • I enjoy my academic activities.

  • I regularly engage in non-academic activities that I enjoy.


Autonomy

  • I feel in control of my level of success.

  • My instructors are open to working with me when issues arise outside the classroom.

  • My instructors care about who I am as a person.

  • I define success by standards that are not exclusively academic.


Vitality

  • I am able to take care of my basic needs.

  • I know how to resolve problems when my personal needs (physical, emotional, etc.) are not being met.

  • I am comfortable with my choices around substance use.