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Why students seek an essay writing service: A data-backed look at modern study pressures

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Struggling student sitting on the floor of a university

The use of essay writing services by students has sparked considerable debate in higher education. Critics often frame these services as enabling academic misconduct, but their growing demand highlights deeper issues in the modern student experience. University learners today face intensifying pressures – from heavier academic workloads to financial and family obligations – that can make the ideal of full-time, undistracted study increasingly unattainable.

Furthermore, a more diverse student body means many learners have neurodivergent conditions or disabilities that make traditional study tasks (like lengthy essay-writing) especially challenging. It is, therefore, important to examine why so many students feel driven to seek external help with essays. This research-style analysis explores four key factors behind the trend: rising academic workloads, neurodiversity and accessibility issues, part-time work and caring responsibilities, and where writing services might ethically fit into student support systems.

By reviewing recent data and studies, we can better understand the pressures confronting students – and consider how essay services have emerged in response. The goal is not to condone academic cheating, but to contextualise the phenomenon within the realities of modern study life. Ultimately, this data-backed look at student pressures will shed light on why demand for essay writing help exists, and how educational institutions might address the root causes.

Rising academic workloads

One clear driver of stress for today’s students is the sheer increase in academic workload. In recent years, universities have raised expectations for contact hours, assignments and overall study time. For example, a major UK survey of 10,000 undergraduates found total course hours per week climbed to 33.4 hours in 2023, up from around 30 hours in preceding years (Neves and Stephenson, 2023). This included an average of 16 hours of timetabled classes weekly – about 2.5 hours more than the year before – as institutions responded to student demands for more in-person teaching after the pandemic (Williams, 2023). However, scheduled classes have largely come at the expense of independent study time, which fell to its lowest level in recent memory (around 14.5 hours per week) as a result (Neves and Stephenson, 2023). This shift means students are spending more structured time in lectures and seminars, yet still have extensive coursework to complete on their own. The net effect is longer academic weeks and a feeling of constant academic obligation, which can heighten stress.

Not only are hours increasing, so is the density of assessments. Continuous assessment has become the norm in many courses, replacing single end-of-year exams with numerous essays, projects, quizzes and presentations throughout each term. Data from the Higher Education Policy Institute (HEPI) indicate that the number of assignments per term has risen sharply in the past few years. The average undergraduate now undertakes about 6.7 summative assignments per term, up from 5.0 in 2017, alongside a growing number of formative tasks (Williams, 2022). In other words, students are juggling more pieces of coursework than before, often with overlapping deadlines. Comments from students in surveys reveal that many felt unprepared for “how much work they would have to do”, describing deadlines that were “all over the place” and a work–life balance that was “unhealthily out of kilter” (Williams, 2022). As one education lecturer observed, learners feel under “a constant state of anxiety” because as soon as one assignment is submitted, the next is already due – leaving no time for reflection or genuine learning from feedback (McArthur, 2022). The relentless cycle of assignments can thus lead to panic and exhaustion for even diligent students.

This overload is not unique to one country; it appears to be a worldwide trend as universities compete and set ever-higher expectations. In many regions, there is pressure on institutions to demonstrate tangible learning outcomes for every module, which often translates into more frequent testing and coursework (Ajjawi, 2022). Ironically, measures intended to improve education – such as giving regular assessments to engage students – may backfire if overdone. A representative study found that UK students typically complete 50+ assessed pieces of work over a degree, with some programmes far exceeding this (Tomas and Jessop, 2018).

Academics themselves worry that incessant assessment is harming deep learning: “there’s no time [for students] to contemplate or rewrite mistakes – essentials of good learning – because it’s on to the next task” (McArthur, 2022). Such observations align with rising student stress levels. Surveys show 60% of students feel stressed daily, and ~94% of US college students report feeling overwhelmed by their studies (Transforming Education, 2024). Academic pressure clearly starts early and persists through university, creating an environment where many students feel they are barely keeping up. In this context, it is perhaps unsurprising that some students look for outside help.

When faced with back-to-back deadlines and mounting readings, the option of an essay writing service – promising quick relief by producing a model essay – can tempt even normally honest students. Heavy workload alone does not justify cheating, of course, but it is a key factor eroding students’ confidence that they can complete all work on their own. The data make it evident that academic workloads have intensified, contributing to a “pressure-cooker” atmosphere on campuses (Williams, 2023). This is one important piece of the puzzle behind why essay services find a market among today’s frazzled undergraduates (Newton, 2018).

Neurodiversity and accessibility issues

Another modern reality is that university populations have become more diverse – including many more neurodivergent students and those with disabilities or mental health conditions. These learners bring tremendous strengths, but they may also experience unique challenges with traditional teaching and assessment methods. When coursework (especially essay writing) is not accessible or supportive of different needs, neurodivergent students can end up disproportionately struggling to meet requirements. This can drive some to seek external help as a coping mechanism.

Statistics show that a significant and rising minority of students are neurodivergent or have learning difficulties. In the UK, around 17% of higher education students report a disability of some kind – a figure that has grown by nearly 50% since 2014 as awareness and diagnoses improve (Office for Students, 2021). The most common category is specific learning difficulties (like dyslexia, dyspraxia or ADHD), followed closely by mental health conditions (Office for Students, 2021). A recent survey of applicants found that over 14% of incoming university students identified as autistic and/or having ADHD (Unite Students, 2023). This is roughly one in seven students, reflecting greater neurodiversity in the student body than ever before. Similarly, in the general population an estimated 10% or more have dyslexia or related learning differences, and at least 4–6% have ADHD – many of whom are now pursuing higher education (Cleaton and Kirby, 2018). These numbers underscore that neurodivergent learners are no longer rare exceptions; they are a sizeable part of modern classrooms. Universities have a legal and moral duty to accommodate them through “reasonable adjustments”, but in practice support can be patchy. Thus, many neurodivergent students still face an environment not designed with their needs in mind.

Writing-heavy assignments can be especially inaccessible for some of these students. Research on neurodiversity in education notes that standard teaching practices often implicitly assume neurotypical profiles, which leaves others at a disadvantage (U-Belong, 2023). For example, long lectures without breaks, text-dense materials, lack of captions, and rigid assessment formats all pose barriers (U-Belong, 2023). Essay writing, in particular, presents multiple hurdles. Students with dyslexia or related language-based differences may have difficulty with spelling, grammar and organising their ideas in writing. Those with ADHD often struggle with sustained attention, planning and meeting deadlines – all crucial for lengthy research papers. Autistic students might find unclear essay prompts or subjective grading criteria confusing and anxiety-provoking.

A detailed report on writing and neurodivergence confirms that many neurodivergent students struggle with “several aspects of writing, including transcription skills (handwriting, spelling), the planning and organisation of essays, and expressing ideas in written form” (The Education Hub, 2023). For instance, a neurodivergent student might know the material but be unable to structure a coherent 2000-word essay due to executive function difficulties. Attempting to write can be stressful and exhausting for these students, as so much of their cognitive energy is consumed by the mechanics of writing that little is left for content (The Education Hub, 2023). One educational analysis noted that many neurodiverse learners become fatigued quickly when writing, often cannot finish within time limits, or produce work that does not reflect their true understanding – leading to discouragement and anxiety (The Education Hub, 2023). Repeated “failures” or low marks on essays, despite hard effort, can badly erode a student’s self-confidence and mental health (The Education Hub, 2023).

Crucially, these challenges are not due to lack of intelligence or effort – they stem from a misalignment between the student’s neurocognitive profile and the traditional demands of academia. While universities offer support like disability services or writing centers, the help available is sometimes insufficient or hard to access. Many neurodivergent students report that they do not receive effective accommodations, or that they feel stigma in asking for help (U-Belong, 2023). For example, a student with dyslexia might be granted extra time on exams, but still not get adequate support in learning how to structure essays or use assistive technology for writing. If a neurodivergent student continually faces inaccessible coursework with little flexibility, they may become desperate to keep up.

In such cases, essay writing services can appear as an appealing workaround. Rather than failing an assignment or enduring tremendous stress, some students choose to outsource an essay – essentially using the service as an unofficial assistive tool. Indeed, data indicate that students with weaker academic skills or confidence (which can include some neurodivergent and disabled students who weren’t well supported) are more likely to consider cheating services (Dawson and Sutherland-Smith, 2023). The ethical issues aside, from the student’s perspective it can feel like a forced choice when the system isn’t accommodating their needs. As one neurodivergent student quoted in a survey said, “We just want to attend university like everybody else and work towards our futures – we’re not trying to be difficult” (Unite Students, 2023). This highlights that many such students genuinely want to learn and succeed, but the standard pathways to do so may not be fully accessible to them.

Unless universities expand inclusive practices – for instance, offering alternative assessment formats, better training on study skills, or personalised support – neurodiverse students will remain at higher risk of resorting to essay mills or other shortcuts out of sheer frustration. In summary, the rise in neurodiversity in higher education is a positive development, but it also means one size fits all approaches leave more students struggling. This is another piece of the puzzle explaining why essay writing services, which promise a quick fix to written assignments, attract students who find those assignments disproportionately challenging through no fault of their own (Do-IT Profiler, 2023).

Part-time work and caring responsibilities

Beyond academics, time pressure from life outside the classroom is a major contributor to study stress today. Unlike the archetype of the carefree student focused solely on studies, many modern students must hold part-time jobs or have family caring duties alongside their courses. These additional responsibilities can severely limit the hours and energy students have available for coursework. When stretched too thin, some students feel they have no choice but to seek external help to meet academic obligations. The data clearly show that working during term and other obligations have become the norm rather than the exception.

In the UK and many countries, student employment has surged due to economic pressures. A recent large survey (Student Academic Experience Survey 2025) found that 68% of full-time undergraduates were also working paid jobs during term time, up from 56% just the year before (Busby, 2025). A decade ago, only around one-third of UK students worked during term; now over two-thirds do, indicating a dramatic shift in the student experience (Busby, 2025). On average, students with part-time jobs work about 11–15 hours per week for pay during teaching weeks (Adams, 2024). However, many put in far more: some report 40+ hour workweeks on top of full-time studies, essentially juggling two full-time commitments (Adams, 2024). When combining class hours, independent study and paid work, students commonly end up with 48-hour weeks or more, which exceeds the workload of a typical full-time job (Adams, 2024).

This trend has been attributed largely to the rising cost of living and inadequate student maintenance funding. In one UK survey, three-quarters of working students said they worked primarily to cover basic living costs, and about 23% also worked to support family members financially (Adams, 2024). In other words, a large portion of students must earn an income to stay afloat, effectively turning them into part-time workers in addition to being students. The situation is similar or even more pronounced internationally. In the United States, for example, about 64% of college students hold jobs alongside their studies, and around 40% work full-time hours (Lumina Foundation, 2021). Moreover, American data show that nearly 1 in 4 college students has children or other dependents to care for – reflecting the many adult or non-traditional learners in the system (Lumina Foundation, 2021). Even in regions where undergraduate education is funded, a substantial number of students are balancing paid work or familial roles. This overall expansion of student employment and caring duties means that a significant share of the student population is time-poor and stressed.

The impact on academic work is profound. Time use surveys reveal that as work hours increase, students often cut back on study hours to cope. The HEPI/Advance HE 2025 report noted that average independent study time among UK students has dropped, apparently because time that would have been used for coursework is now spent in jobs (Busby, 2025). The average student’s weekly commitment to classes plus studying fell slightly (to ~40 hours) not because courses got easier, but because something “had to give” – in this case, personal study time made way for employment (Busby, 2025). For a student, this trade-off often feels like a Catch-22: working fewer hours might improve grades but could mean not making rent or bills; working more keeps one financially afloat but can lead to missed lectures or rushed assignments.

Unsurprisingly, research consistently finds that extensive work hours correlate with worse academic outcomes. Students who work over 20 hours a week are significantly less likely to complete their degrees on time and have higher dropout rates (Lumina Foundation, 2021). Yet for many, reducing work hours is not an option financially. Similarly, students who are parents or carers have to split their focus. A young parent who has to care for a child, or a student regularly looking after a sick relative, may have sudden emergencies, little quiet time to study at home, and high emotional stress. Surveys of student carers in the UK have found that only about 36% of student carers feel able to balance their university work with their caring responsibilities (NUS, 2013). Over half of student carers reported that caring duties had negatively impacted their learning or even forced them to take time out from their course (NUS, 2013). In general, this group has a much higher risk of interruption or dropout than their peers (Carers Trust, 2020). All of this paints a picture of a sizeable cohort of students who are overextended, trying to meet academic requirements during the scraps of time left after jobs or family obligations.

For these students, essay assignments can become almost impossible tasks. An essay might require, say, 20 hours of research and writing – but a student working 30 hours a week with additional caring duties simply may not have those 20 hours to spare without sacrificing sleep or health. When assignment deadlines hit, these time-crunched students often face a terrible dilemma. Do they stay up all night to write a sub-par essay and risk burnout? Or do they skip the assignment and sacrifice their grade?

Some see a third option in essay writing services: pay a fee and offload the work to a professional writer, thereby freeing up time to handle their job or family needs. Ethically this could be cheating (assuming the student hands the work in, rather than uses it as a guide), but from a stressed student’s viewpoint it can feel like a necessary triage strategy. In fact, experts have warned that the proliferation of essay mills is partly fuelled by students’ financial and time pressures – those who are “balancing multiple commitments” are more vulnerable to resorting to such services (Johns, 2025). In essence, the more higher education shifts towards a model where students are workers/carers and learners, the more likely students are to feel overwhelmed and seek shortcuts. University leaders are increasingly aware of this “multiple commitments” issue, with calls to adapt teaching and support (e.g. flexible deadlines, childcare support, part-time study options) so that working students are not left with impossible choices (Johns, 2025). Until such adaptations are widespread, however, the demand for external help like essay writing services is likely to persist. It is a symptom of the strain that modern students face in juggling academic and non-academic responsibilities.

The role of essay writing services and ethical considerations

Given the above pressures, it becomes clearer why essay writing services have found a foothold. These services (often called “essay mills”) advertise themselves as a solution for overwhelmed students: they offer to produce custom essays, research papers, or other assignments for a fee, quickly and confidentially.

From an ethical and institutional standpoint, such services can be very problematic. Submitting an essay written by someone else is a form of academic dishonesty known as contract cheating. Universities universally prohibit it, and students caught using purchased papers can face severe penalties (ranging from failing the assignment to expulsion).

There are also concerns that some of the shadier essay mills exploit students – for example, some have been known to blackmail clients by threatening to report them unless further payments are made (Department for Education, 2022). In recent years, several countries (including the UK, Australia and New Zealand) have taken legal steps to restrict the activities of commercial essay mills. In the UK, as of 2022 it is now illegal for companies to offer or advertise cheating services to students studying at English universities for financial gain (Department for Education, 2022) (NB: We have quoted the Department of Education 2022 article as a source here – however, the article is legally incorrect. For an accurate and detailed analysis by an English solicitor of the law, see ‘Is this the end of essay cheating?‘).  This legislative move recognises that the vast majority of essay mills undermine academic standards and often prey on vulnerable students.

However, despite legal and academic sanctions, the demand for these services continues globally – largely driven by the very pressures we have discussed. Studies estimate that a considerable minority of students have engaged in contract cheating at least once. A 2018 systematic review by Professor Phil Newton found that “as many as one in seven recent graduates” admitted to paying someone to do an assignment for them during their degree (Newton, 2018). That figure (approximately 15%) represents millions of students worldwide. Moreover, evidence suggests the incidence of contract cheating has been rising over the past decade (Newton, 2018). The growth of a multi-million pound essay mill industry attests to enduring demand.

From an ethical standpoint, direct and continual use of these services is difficult to justify – it produces graduates who may lack the knowledge their degree purports to certify, and it is unfair to honest students. Yet, it is important to understand why students turn to them. Surveys and investigations have found common reasons: severe time pressure, fear of failure, poor academic skills or language barriers, mental health issues, and lack of support (Dawson and Sutherland-Smith, 2023). In other words, students often resort to cheating not out of pure laziness or malice, but because they feel cornered by circumstances. Essay mills essentially market to these pain points. Their websites promise “stress relief”, “guaranteed grades”, or help for students who are “too busy” or “unable to cope” with their workload. In doing so, they position themselves (misleadingly) as a kind of student support service. Some even claim their model answers are just study guides or “for reference”, though in reality they know many clients will submit the work outright. This muddy ethical framing can confuse students, especially those who are desperate or who come from cultures where using tutors/paid help is more commonplace.

So where might essay writing services fit, if at all, into support ecosystems? Ideally, they shouldn’t need to exist – universities should provide sufficient legitimate support to address students’ needs. Writing assistance, for instance, can be offered through writing centers, tutoring programs, or accessibility services for those with learning difficulties. Many universities do have these resources, but students may not always find them adequate. A student with very poor writing skills might get more comprehensive help from a private tutor or an editing service than from an overburdened campus writing lab.

There is also a grey area: not all “writing services” involve full-on cheating. Some services focus on editing and proofreading, which, if done ethically, can be akin to getting help to improve one’s own draft (and is generally allowed). Others provide “model answers” intended to be study aids – the student must read the answer then write their own essay. UKEssays.com’s essay writing service is such an example – they provide their services to students in the UK, US and across the globe under a ‘Fair Use Policy’, with substantial press coverage. You can even watch reporters walk around their offices – they have little to hide – but they are certainly an exception to the rule.

But the ethical line is crossed when a service completes the assignment entirely and the student submits it as their own. That said, enforcement of this line is tricky. From the student’s perspective, the difference between paying a legitimate editor to polish your essay versus paying a ghostwriter to produce it can become blurred under stress. This is why universities typically caution against any third-party involvement beyond approved support. It is safer (and more honest) for a struggling student to approach their instructor or academic advisor and explain their difficulties than to secretly use an essay mill. But students fearing judgment or harsh penalties might not do so.

Ethically integrating writing services into formal support systems is therefore fraught with issues. The better approach is to tackle the underlying pressures so that fewer students feel tempted. This means universities and policy-makers addressing the very things we have discussed: manage academic workloads to ensure they remain rigorous but not unreasonably crushing, improve accessibility and flexibility for neurodiverse and disabled students, and recognise the reality of working students and carers by offering more flexible scheduling, part-time pathways, or financial aid. If students had reasonable workloads, felt confident in their skills, and had the time to do their work without sacrificing basic needs, the allure of essay mills would diminish greatly.

As one commentator noted, the student experience today is very different from a generation ago – with many more students under strain – so institutions must evolve support accordingly (Hillman, 2025). This could include better early-writing instruction, so students don’t fall behind on skills, and normalising the use of academic support services (so seeking help is seen as smart rather than shameful). Some universities are also exploring alternative assessments (like oral presentations, group projects, open-book exams, etc.) to reduce reliance on take-home essays, which are the main product essay mills offer. Diversifying assessment can make cheating harder and also accommodate different learning styles (Ajjawi, 2022). Additionally, educating students about academic integrity and the risks of contract cheating is important – many students who cheat underestimate the consequences or believe “everyone is doing it” (Newton, 2018). Clear guidance, honour codes, and even “amnesty” programs (where students who feel overwhelmed can seek help without punishment) might reduce panic-induced cheating.

Conclusion

Modern students operate in an environment of intensifying academic and personal pressures. We have seen how rising workloads, continuous assessment and heavier course demands leave many feeling overwhelmed. At the same time, the student cohort has diversified – bringing more neurodivergent learners who often encounter inaccessible teaching practices and require better support to thrive. Financial strains and broader participation mean most students now juggle jobs, and a notable number manage caring duties, drastically cutting into the time and energy they can devote to studying. These converging factors create a “perfect storm” of stress in which completing every essay and assignment to a high standard becomes a herculean task.

It is within this context that essay writing services have emerged as a tempting escape valve. The data suggests that a significant minority of students, under immense pressure, have sought such services, despite the ethical and academic risks. This is not to excuse the behaviour – academic integrity remains paramount – but to explain it. By taking a data-backed look at why students seek essay mills, we gain insight into where our educational systems are failing to support students adequately.

The ethical solution to contract cheating lies neither in banning nor accommodating essay mills, but in strengthening legitimate support structures: lighter and smarter workloads, inclusive teaching, flexible pathways for those with jobs or families, and readily accessible academic help for those in need. If we reduce the pressure to more humane levels and give students the tools to cope with their responsibilities, the incentive to cheat will likewise diminish. Essay writing services thrive on student pain points; eliminating those pain points is key to upholding integrity.

References and further reading