I met with a student this week to review her final exam. During the fall semester, I watched this student seek support, utilize resources, and pour her energy into her studies. The hard work paid off, and she was very successful. This student also happens to be a caregiver. During our meeting, I shared my exam feedback but also expressed admiration at her ability to balance her coursework alongside her caregiving responsibilities. She said her family pushed her to be more efficient. She had to prioritize and be more effective with her available time at school because she wanted to be fully present during family time.

Not all caregivers strike this balance as early as my student. This is mainly because law school wasn’t designed with caregivers in mind. The rigid schedules, heavy reading loads, and high-stakes assessments often assume students have unlimited time, flexibility, and emotional bandwidth. But many law students are also parents, guardians, caregivers for aging relatives, or supporters of family members with medical needs. These students are no less committed, but they’re carrying more than the “traditional” law student.

On the plus side, law schools are becoming more accessible. With more part-time and online options, more people with outside responsibilities are able to access legal education. Academic support programs play a critical role in ensuring that caregiving responsibilities do not become an invisible barrier to success. With intentional design and compassionate practices, law schools can help caregiving students persist, thrive, and feel that they truly belong.

• Acknowledge Caregiving as a Reality, Not an Exception

Caregiving students have often felt pressure to keep that part of their lives hidden, fearing judgment or assumptions about their commitment. I often hear from students who feel less able to connect with their peers because they feel unable to connect with those who are able to focus all of their attention on law school. Simply acknowledging caregiving as a normal part of the law school community is powerful.

This can come in many forms. For instance, we might acknowledge our students could be caregivers in orientation, syllabi, and support materials. Also, use inclusive language that recognizes that students may have responsibilities outside of school. And, of course, continuing to make clear that support services are available without stigma. Visibility sends a message that caregiving students are not alone.

• Build Flexibility into Programming

Caregiving responsibilities can be unpredictable. A child gets sick. A parent has an emergency. Rigid support structures can unintentionally exclude students who need them most. As such, ASPs should increase access by offering workshops in multiple formats; scheduling sessions at varied times of day; providing short resources instead of longer one-time programs; and allowing flexible meeting times for individual coaching when possible. Flexibility can be key in removing an unnecessary barrier.

• Teach Strategic Time Management

Like the student I spoke with about her exam, caregiving students need efficient, high-impact strategies. They often have less time to devote to endless study hours, so they need advice to get the most out of every minute they spend on law school. This might include helping them with prioritization, identifying shorter focused study blocks, teaching active study techniques, and helping them plan for disruption. Helping students work smarter respects the reality of their lives.

• Coordinate Across Departments

The job of supporting caregiving students cannot fall on ASP alone. We often serve as the bridge between faculty, student affairs, accommodations offices, and financial aid. Sharing patterns (without breaching confidentiality) helps institutions identify where policies, schedules, or expectations may unintentionally disadvantage students.

• Foster Community and Connection

Caregiving can be isolating, especially in environments where students assume everyone is “all law school, all the time.” Creating opportunities for connection can help counter that isolation. Schools might start a caregiver affinity group or peer mentoring programs to let students connect with one another. A sense of belonging goes a long way in law school.

Supporting students who balance caregiving responsibilities is about equitable access to success. When ASPs (and law schools!) design with caregiving students in mind, they create systems that are more flexible and effective for all learners. Law school is demanding. Caregiving is demanding. Students doing both deserve intentional, visible, and sustained support. Academic support is uniquely positioned to participate in – or lead – the effort.

(Dayna Smith)