Tuesday, February 5, 2019
Keeping Our Students in the Game
Watching the Super Bowl on Sunday made me think of my students. By no means am I implying any similarity between football and the legal profession. After all, one is a grueling slugfest, featuring breathlessly intense clashes between aggressive competitors on behalf of highly partisan, sometimes even fanatically tribal, stakeholders, with pride and sometimes lots of money at stake. The other is just an athletic contest.
No, the reason I thought of my students was the sudden shift in the game in the fourth quarter. Through the first 50 minutes or so of play, the scores remained unusually low and very close. Neither team could gain a clear advantage, and with less than ten minutes remaining, the score was still only 3 to 3. Across the country, spectators were complaining about how stagnant and boring the game seemed.
Suddenly, within a minute or so of game time, everything changed. The Patriots called a play in which a receiver wound up open in the middle of the field, just beyond the Rams' defensive line, and Patriots' quarterback Tom Brady deftly passed the ball to him and gained several yards. By itself, the play was only mildly exciting, and then only because it provided comparatively more action than most of the preceding gameplay. But the Patriots realized right away that the Rams' defense, which up until that time had been pretty successful at confining the Patriots' forward motion, had not had anything in place to keep that lone receiver from appearing unguarded behind the defensive line. So for the next few plays, the Patriots ran essentially the same play, except for choosing a different receiver to run up the field each time. In the space of four plays, the team moved all the way down the field and set up the winning touchdown run.
From the Rams' point of view, everything was fine, until suddenly it wasn't. They were basically evenly matched with their opponents, in a game that looked like it might go into overtime -- and then, in less than a minute, everything fell apart. One weakness was exposed -- one play that they had no planned defense for -- and before they could adjust to it, the other side had taken advantage of that weakness and taken a significant lead. And the fact that they were in that distressing position left the team vulnerable to more trouble. They rushed and ran riskier plays, hoping to score their own tying touchdown in the short time they had left, and under this pressure the Rams' quarterback Jared Goff accidentally threw the ball into the hands of a Patriots defender, leading the Patriots to score an additional three points. The Rams went from having an even chance of winning to having no chance, all because of one weakness that wasn't addressed quickly enough.
In his fascinating book How We Die, the physician Sherwin B. Nuland explained that human death often follows a similar trajectory. Laypeople often imagine that those suffering from serious injury or illness usually experience a long but steady decline until they pass away. However, Nuland pointed out that at least as often, if not more so, the afflicted person manages the illness (or injury, if it is not so catastrophic that it simply kills them right away) fairly handily, with only slight decline or sometimes even with improvement, for days or even weeks. If nothing bad happens, then they might even make a full recovery. But if one thing goes wrong and isn't corrected quickly enough, it can cause significant damage, which itself leads to additional life-threatening complications, and in a short time the patient may spiral down past the point where any medical intervention will be enough to save him. An infected wound, for example, if not treated quickly enough, can lead to a generalized blood infection, which can cause a patient's kidneys, liver, and other organs to stop working properly, and the patient, who otherwise might have almost completely recovered from his initial injury, will die of multiple organ failure.
We see the same phenomenon in other realms than just sports and medicine, such as business and politics. In any complicated system, there can be long, steady declines, but the sudden drastic reversal, attributable to one or a small number of neglected infirmities, is often more likely.
And the life of a law student is pretty complicated. New information to learn, new ways to think about it, new tasks to perform, all while juggling stress and ambition and self-doubt and mountains of practicalities like housing and relationships and (painfully often) finances. We all know that a few students struggle right from the start, but very often students will be managing -- holding their own, even if not excelling -- and then they run into one tribulation they can't fix, and they can't handle. A course they can't wrap their head around. A romantic breakup. Lack of funds to buy textbooks. A death in the family. An extracurricular activity that takes up too much time.
It almost doesn't matter what the problem is, because it's just the trigger. It starts the landslide that could pull the student down. Struggling in one course, for example, could pull the student's attention away from his other courses, leading to anxiety about not maintaining his GPA . . . and what started as one problem spirals into multiple problems.
The response, from an Academic Success perspective, has to be twofold. First, we need to be able to detect these kinds of issues as early as possible, before they turn into the equivalent of a touchdown by the other team or a raging blood infection. We need to have direct interaction with the students most at risk (incoming students, first-generation students, those in danger of financial difficulty, etc.), so we get to know them and encourage them to be forthcoming. We also need to develop strong networks among those in the faculty and student services who might pass along observations of possible distress.
Second, we need to have systems in place to help these students address these issues quickly, before they do become intractable. We are expected, of course, to handle purely academic issues on a moment's notice. But we should also be familiar with other means of support on campus and in the community, to be able to quickly refer students who need help in financial, psychological, spiritual, and other realms.
Time sometimes really is of the essence. None of us want to end up being Monday-morning quarterbacks, lamenting that if we had just changed our defense one play sooner, we could have saved the game.