Bridging the Gap: Exploring Faculty Support for Law Student's Mental Health and Student's Perspective on Faculty Engagement

Abstract

This qualitative study investigates the mental health of law students and their perspectives on faculty engagement. A sample of 10 law students and 05 teachers from the Law Department (academic years 2020–2025) participated in semi-structured interviews. Participants, including both male and female students, represented diverse experiences with faculty. The study focuses on the role of faculty support and engagement in influencing students' mental health, academic performance, and overall well-being. Key findings indicate that faculty approachability, responsiveness, and a supportive classroom atmosphere significantly alleviate academic stress and foster a positive learning environment. However, students also reported unmet expectations, including limited availability of faculty for guidance and insufficient consideration of their mental health needs, which adversely affected their psychological resilience. This research highlights the fault-finding role of faculty in forming students' mental health inside the demanding field of law studies. It involves institutional intentions to increase faculty student relationships through target practice and support programs. By talking the gaps in engagement, this study offers valuable insights into improving the academic and sentimental experiences of law students and emphasizes the significance of prioritizing mental health in university.