Abstract
There has rarely been a more challenging time to be a law student. Expanding cohorts generate an early fear of being " lost in the crowd " while producing ever-increasing numbers of graduates competing for a relatively static pool of professional opportunities. At the same time, financial pressures cause more students than ever to combine study with full-or part-time employment or to commute from home in order to manage living costs, often navigating inflexible timetables and the persistent concern of missing classes. Within such conditions, rising levels of anxiety are hardly surprising. Although existing literature indicates that law students experience higher levels of stress than students in many other disciplines, it remains comparatively quiet on students' own accounts of how anxiety is produced and sustained within contemporary legal education. This article addresses that gap by foregrounding student voices through the use of the World Café. This dialogic method of problem solving enables participants not only to articulate the conditions that generate anxiety but to collaborate in formulating responses to them. Students are therefore positioned not merely as respondents but as creative architects who reimagine the design of legal learning environments. Drawing on this data, the study reveals not only what contributes to anxiety in legal education but how institutional structures might be reshaped to reduce uncertainty, strengthen belonging and create conditions more conducive to confident participation and academic success.