Disabled law students are among the most engaged participants in legal education, yet they receive less support and report lower levels of belonging than their peers, according to a new national report from the Law School Survey of Student Engagement (LSSSE). The 2025 findings show that while one in five law students has a disability, many continue to face wide gaps in academic, career and social support.
“Law students with disabilities do so much on their own — preparing for class, contributing to discussions, joining and leading student organizations and other activities at the highest levels,” said Meera Deo, director of LSSSE. “But they are missing necessary institutional support. Law schools should meet them at least halfway, providing them with the structural tools they need to thrive.”
The report, “Disability in Law School,” is the first comprehensive national look at disability among law students. It shows that disabled students invest significant time and effort in their education but encounter disparities across multiple parts of the law school experience.
Most disabled law students report a mental health or developmental condition. Anxiety (57%), ADD/ADHD (55%) and depression (41%) are the most common. In total, 83% report at least one mental health or developmental condition, while 37% report a chronic condition or learning disability. A smaller share report physical (12%) or sensory disabilities (5%).
Demographics
Women report disabilities at slightly higher rates than men (21% vs. 17%), and two-thirds of nonbinary students report one. Rates vary by race, from 23% among multiracial students to 14% among Asian American students. Roughly one in five White, Black and Latinx students reports a disability. Prevalence increases with age, rising from 15% among students under 22 to 31% among those in their 30s.
Academic engagement
Disabled students participate at high levels. Sixty-five percent contribute frequently in class, and one-third do so “very often.” They also spend more time preparing for class — about 28.6 hours per week compared with 27.2 for their peers.
Institutional support
Support gaps remain wide. Only 62% of disabled students feel strong academic support from their school, compared with 70% of non-disabled students. Fewer than half rate job search assistance as robust, and even smaller shares feel supported socially or in balancing outside responsibilities.
Co-curricular involvement
Disabled students take part in clinics, field placements and pro bono work at higher rates than their peers and are more active in research and student leadership. They are underrepresented on law journals but participate in moot court at comparable levels.
Sense of belonging and satisfaction
Belonging is one of the largest divides. Disabled students are less likely to feel comfortable, valued or part of their law school community. Satisfaction gaps show up in personal counseling, career advising and job search support. Overall, 75% rate their experience as good or excellent, compared with 84% of non-disabled students.
