Transforming Entitled, Narcissistic, and Immature Law Students into Lawyers

Every professor dreads them: the entitled, narcissistic, and immature law students who treat legal education like a customer service complaint line. They’re easy to spot, often uttering statements like:

• “I’m so upset that I got a B and need an A or I’ll lose my scholarship. Please, I’ll do anything.”
• “Hey, can’t make it to class today. Been under a lot of stress and need to practice self-care.”
• “I need an extension on my paper. I’ve been busy at work and binge-watching The Sopranos.”
• “I wasn’t in class today. When can I come to your office to get the notes?”
• “I need more time to prepare for my oral argument. My grandfather died.” (He actually passed away ten years ago.)
• “I know I haven’t completed any assignments, but what can I do to get a good grade?”

Unfortunately, these students have little to no sense of accountability and will not hesitate to “complain” to the dean, provost, or university president, often fabricating grievances that turn them into victims and you into the culprit. If you’re lucky, you might even receive an angry call from their parents — the same ones who spent a lifetime shielding them from consequences.

As educators, we strive to make a meaningful impact on every student’s life. However, some students make that mission nearly impossible and, in worst-case scenarios, can threaten our careers with false allegations that weak administrations sometimes believe.

Regardless, we have to try — or at least hope — that we can motivate these young people to evolve into productive lawyers and citizens. Below are some strategies to maximize the chances of reaching the seemingly unreachable while preserving your physical and mental health.

1.    Spell Everything Out in the Syllabus

The syllabus is often the entitled student’s best weapon — but only when it’s vague or ambiguous. Once they’re caught violating a policy (plagiarism, excessive absences, cheating), they’ll comb through your syllabus searching for any loophole.

Imagine you have a policy stating: “It is prohibited to knowingly copy text or material created by third parties as your original work.”

One student, from the helicopter school of parenting, copies Justice Scalia’s entire dissent in Obergefell v. Hodges for a paper titled “Why I Think Obergefell Was Wrong.”

After informing them of the violation, they predictably cry and plead. Then they craft a letter to the dean:

Dear Dean,

My professor falsely accused me of plagiarizing. I work really hard and came here for support, not to be labeled a cheat. Although my paper included a section that copied Justice Scalia’s dissent, it was an accident. My computer did something crazy, and I didn’t notice. So I didn’t violate the policy and deserve an A.

Sincerely, Narcissistic Student

If you have a strong dean, you prevail. If you have a weak one, you could lose. If your dean avoids decisions altogether, you might face a months-long “investigation” where common sense is sacrificed for “neutrality.”

Avoid this nightmare. Spell out your policies with extraordinary clarity. Define plagiarism explicitly. Specify consequences. Review these policies on the first day of class, and have students sign a document acknowledging them. Do the work upfront to spare yourself later.

2.    Set the Tone on Day One

In your first class, establish expectations firmly and unapologetically. You can be empathetic without being a pushover. Consider this introduction:

Welcome, everyone. I look forward to an engaging semester applying criminal law to contemporary cases. Before we begin, here are some non-negotiable ground rules:

• Only two unexcused absences permitted. Additional absences result in a one-letter grade reduction. Period.
• No deadline extensions except for a family death or life-threatening illness. Period.
• Violate the plagiarism policy, and you fail the course. Period.
• Grades are changed only for mathematical errors. Period.
• Disrespect anyone, and you will be removed from the course. Period.

Contrast this with the “crusader” professor who says:

Hello everyone! I’m thrilled to embark on a transformative journey with you. Today, we’ll collaboratively develop expectations for this course and accommodate each other’s needs throughout the semester.

When narcissistic students hear this nonsense, they whisper, “We don’t need to do anything, and if we act like victims, we get an A.”

Toughness isn’t cruelty; it’s care. Students remember and respect tough teachers more than coddling ones. Toughness transforms.

3.    Develop Relationships with Your Students

Toughness doesn’t mean detachment. Humanize yourself. Share your experiences, your struggles, and the lessons you’ve learned. Take students to lunch. Show genuine interest in their lives. When students feel seen and respected, they are more likely to rise to expectations. Connection fosters accountability.

4.    Remember: Where Students Are Now Is Not Where They Will End Up

Yes, narcissistic behavior is frustrating. But remember: many of your best future alumni were once immature and self-centered. Growth takes time. Focus on small but meaningful improvements. Build habits. Inspire change through consistent, respectful accountability. You might not witness the transformation immediately, but the seeds you plant now often bear fruit later.

5.    Emphasize the Process, Not the Outcome

Too many students obsess over outcomes: the 4.0 GPA, the federal clerkship, the Big Law job. But true success comes from embracing the process — making the right choices every day without obsessing over the final destination.

Teach students that excellence stems from daily discipline, resilience in failure, and focus on controllable actions. The journey itself holds the meaning and the reward.

Teaching entitled, narcissistic, and immature students can be one of the greatest challenges — and greatest opportunities — in legal education. By setting clear expectations, building genuine relationships, and emphasizing process over outcomes, we can help guide even the most difficult students toward the transformative potential of a life in the law.