A 2007). Furthermore, Kim (2016) stated that besides from

          A lot of factors may cause a
students’ distress, and its effects negatively impacts their school performance
making them being unable to focus and concentrate which decrease their level of
competency. According to Lambert, J. et al. (2014), phenomenon like natural
disasters and terror attacks, or those events that are not controlled by the
students are some of the major reasons of their distress resulting to trauma.
Philips & Herlihy (2009) supported the claim and they said that natural
disasters and devastations may greatly impact school campuses anywhere.  Advancement of media technology has a huge
contribution to this because it has been a medium for students’ exposure to
traumatic events as it is instantly reported in the news media which provide
virtual closeness to what’s happening around the globe (DeRoma et al., 2003;
Lindsey, Fugere, & Chan, 2007). Furthermore, Kim (2016) stated that besides
from natural disasters and terrorism, some examples of traumatic events that
also significantly affected a person’s distress are death of a family member, parental
abandonment, domestic abuse, rape and serious illness. These circumstances were
no doubt been experienced by many of the students across the globe. Lambert, J.
et al., (2014) stated that colleges are more prone to increased stress and
trauma that may lead to distress and impairments due to the stressors happening
inside or outside of their classrooms. Callahan (2017) added that college might
be an exciting and overwhelming experience to begin new opportunities but this
also may lead to an unhealthy environment which is a source of stress and
trauma. Due to these traumatic events and stressors, students develop signs and
symptoms of Post-Traumatic Stress Disorder (PTSD), Acute Stress Disorder (ACD),
depression and other cases of mental distress that are at a high level of
increasing risk rate (Hawdon & Ryan, 2012). According to Iijima (1998),
among the students general population, law students are the one who have been
experiencing a great amount of dysfunctional distress. They were more
dysfunctional in all categories of psychiatric distress than that of the
general public and medical students. Shanfield & Benjamin (1985) proved the
claim as they conduct a study comparing medical and law students’ psychological
distress. They found out that law students were more uncertain to their career
and they lack commitment with the legal education, which may be a factor of
their distress. Law students’ distress become constant and been sustained as
they progress through their legal education. However Iijima’s study opposed,
she stated that law students became dysfunctional few months after they started
law school and experiences increased dysfunction as they progress through their
legal education. Furthermore, law students may become victims of emotional
dysfunction upon the start of law schooling and face continued risks throughout
the study and practice. Students’ performance problems affect their emotional
well-being, developing anxiety and depression, and vice versa, just as how
their psychological state influence their performance. For example, hope,
optimism, and motivation may be stronger predictors of their good academic
performance (Iijima, 1998).