Introduction
In the fast-paced and increasingly competitive landscape of legal education, the internships race has emerged as more than just a resume booster. For many law students across India, it represents a rite of passage, a gateway to future opportunities, and, in some unfortunate cases, a source of unacknowledged labor. But as the internships race becomes more widespread and sometimes even toxic, a pressing question emerges: are internships truly about learning, or have they morphed into an exploitative cycle disguised as professional exposure?
The Pressure to Intern — Constantly
From the first semester itself, students are told: “Start interning early.” The advice is well-meaning. After all, internships help students apply their theoretical knowledge, develop practical skills, and network with practicing professionals. However, the pressure to secure internships, especially at prestigious law firms or senior advocates’ chambers, can be overwhelming.
This pressure comes not only from peers but also from faculty, placement cells, and even family. The legal industry’s evolving expectations mean that students feel they must intern every break—sometimes during the semester too. The rush to collect certificates and credentials has led to a mindset where quantity often trumps quality.
As summer and winter breaks approach, the scramble begins. Students compete for the same positions, often without stipends, working long hours, and sometimes doing little more than photocopying or observing proceedings. The underlying fear is clear: if you don’t have a line-up of internships on your CV, you’re already falling behind. The relentless cycle of comparison breeds anxiety, burnout, and in some cases, disillusionment with the profession itself.
Unequal Access, Unequal Opportunities
One of the most glaring issues in the internships race is unequal access. Students from National Law Universities (NLUs) often have better placement cells, alumni networks, and visibility. On the other hand, students from state or private colleges have to rely on cold emails, referrals, or social media calls.
This disparity results in an informal hierarchy where merit often takes a backseat to connections. Students with influential backgrounds or mentors tend to secure internships in Tier-1 law firms or prestigious litigation chambers. Meanwhile, equally deserving candidates may get overlooked due to lack of exposure, geographical location, or institutional recognition.
Students from rural backgrounds or those who are first-generation learners face additional challenges — from lack of guidance to unfamiliarity with networking norms. The result is a growing divide between the ‘haves’ and ‘have-nots’ within legal academia, which directly impacts post-graduate prospects.
Moreover, English fluency, urban-centric attitudes, and cultural biases play subtle yet significant roles in determining who gets selected. Thus, the internships race ends up replicating existing societal inequalities within the legal ecosystem.
Unpaid Labor or Institutionalized Exploitation?
The notion that internships are a “learning opportunity” has long been used as a shield to justify unpaid labor in the legal sector—particularly in litigation chambers, policy think tanks, and NGOs. But this defense begins to crumble under closer scrutiny. In metropolitan hubs like Delhi and Mumbai, where the cost of living is exorbitant, expecting students—many from modest or underprivileged backgrounds—to work for free is not only unjust, it’s exclusionary. The supposed “learning experience” turns into a privilege only a few can afford.
This system perpetuates a deeply classist model where opportunity is dictated not by merit or enthusiasm but by financial capacity. Students from non-elite law colleges, first-generation learners, and those from smaller towns are effectively priced out of meaningful exposure simply because they cannot shoulder the economic burden of unpaid internships.
Worse still is the nature of work assigned. Far from receiving intellectually stimulating tasks or supervised learning, many interns are reduced to performing clerical duties—photocopying, scanning, organizing files, or silently trailing senior associates. These activities, while tangentially related to legal practice, offer little to no educational value when not accompanied by mentorship, context, or feedback.
Numerous students have described their internship experience as “exploitative,” with repetitive menial work becoming the norm. There is often no structure, no defined deliverables, and certainly no assurance that effort will be recognized. Some are even treated as errand runners—fetching coffee or food—without dignity or acknowledgment.
The situation is particularly egregious in large law firms and senior litigation chambers where hierarchical work cultures dominate. Interns are expected to comply unconditionally and speak only when spoken to. The fear of being labeled “entitled,” “demanding,” or “unfit for the profession” keeps many from voicing concerns. This institutional culture of silence and endurance enables systemic exploitation under the veneer of “professional grooming.”
This is not professional development—it is a form of unpaid, unregulated labor that relies on status anxiety and competitive desperation. The legal profession must reckon with this hypocrisy: while it champions justice and fairness in the courtroom, it turns a blind eye to unfair labor practices within its own institutions.
True legal education and training must be rooted in mentorship, accessibility, and mutual respect. If internships are to be considered a cornerstone of legal learning, they must not come at the cost of a student’s dignity or basic rights.
The Rise of Online Internships
Post-COVID, online internships have surged, making opportunities more accessible. However, they come with their own challenges: lack of supervision, minimal engagement, and in some cases, dubious organizations offering certificates with little to no work involved.
Yet, online internships have also democratized access in some ways. Students from remote regions or with financial limitations can now intern with organizations in other cities. The challenge lies in maintaining quality and accountability.
When structured well, remote internships can include research assignments, virtual discussions, and regular feedback. But this requires intent and investment from the host organization. Without these, online internships become performative exercises that add little value beyond a LinkedIn post.
Another issue is the overuse of interns by pseudo-legal blogs, portals, and companies that offer unpaid “content internships” without any real legal learning. This turns the internships race into a commodified certificate-collection exercise, undermining both skill-building and self-worth.
What Should Change?
- Transparency in Selection: Firms, chambers, and organizations should create clear, accessible, and inclusive internship application processes. No student should be forced to depend solely on referrals. Application forms, deadlines, and criteria should be published and followed consistently.
- Stipends and Support: Where possible, organizations should provide stipends. Alternatively, colleges can offer travel or accommodation grants to support deserving students. Funding mechanisms must be created for students from marginalized communities.
- Mentorship-Oriented Structure: Internships should be designed to offer structured guidance, regular feedback, and meaningful work. Interns should not be treated as invisible clerical staff. Senior associates or advocates should make it a point to interact with interns, explain the context of their work, and encourage learning.
- College Support Systems: Law schools, especially non-NLUs, need active internship cells. Alumni engagement, skill-building workshops, and networking events can help level the playing field. Career development services should be institutionalized and accessible to all students.
- Intern Feedback Systems: Just as interns are evaluated, students should be able to anonymously rate their experiences. This can build a repository of genuine insights and identify exploitative practices. Law schools and student collectives can maintain databases of verified internship experiences.
- Legal Aid Integration: Law schools must integrate clinical legal education and legal aid work as part of internship credit. This encourages socially relevant learning and reduces over-dependence on corporate internships for validation.
- Awareness and Counseling: Faculty and career advisors should guide students in choosing internships aligned with their interests. Peer mentoring can also help students make informed decisions without succumbing to peer pressure.
Conclusion
The internships race, at its best, can be a transformative experience. It bridges the gap between classrooms and courtrooms, theory and practice. But when mismanaged or driven by elitism and exploitation, it does more harm than good.
It is time to rethink the culture of the internships race in India’s legal education. Students should not have to choose between dignity and opportunity. The race must be transformed into a journey of growth—one that is fair, inclusive, and genuinely educational.
Legal stakeholders—academic institutions, law firms, chambers, and regulatory bodies—must collaborate to bring accountability, accessibility, and value to internships. Law students, too, must reclaim agency, support each other, and resist exploitative practices.
Aarav, Law Student
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