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What Professors Think About Students Using Exam Help Services
In today’s digital-first education landscape, students are increasingly turning to third-party services for academic support. Among the most controversial trends is the rise in searches for phrases like "do my exam for me," revealing that many students are outsourcing their online tests to paid professionals.
But what do professors — the people designing these assessments and grading them — really think about this growing phenomenon? Are they aware of it? Do they understand the reasons behind it? And how do they react when they find out?
This article explores the academic, ethical, and human perspectives behind what professors truly think about students who use exam help services.
The Growing Use of Exam Help Services
Before diving into professors’ perspectives, let’s look at the context.
Online learning has exploded in popularity. With it, the pressure on students to perform — often under difficult circumstances — has increased. In response, many students are quietly hiring others to take their exams. This includes everything from help with one quiz to paying someone to complete an entire proctored final.
The keyword "do my exam for me" is more than a cry for help — it’s part of a growing industry that professors are increasingly aware of.
1. Academic Dishonesty: The Professor’s Main Concern
The majority of professors — across all institutions — view hiring someone to take an exam as academic misconduct. For them, it’s a clear violation of integrity policies, comparable to plagiarism or submitting a purchased essay. Professors' Viewpoint:
Most professors argue that when students search "do my exam for me", they are cheating both the system and themselves.
2. But Some Professors Understand the Pressure
While professors are obligated to uphold academic standards, many do acknowledge the immense pressure students face. Some are sympathetic — especially those who have seen firsthand the challenges of balancing school with work, family, and personal issues.
They recognize that:
Even professors who oppose academic dishonesty admit that the current system isn’t always supportive — and some students feel that hiring help is their only option.
3. The Role of Proctoring Technology and Distrust
Ironically, the very technologies meant to prevent cheating may actually contribute to students seeking exam help services.
Remote proctoring tools (like lockdown browsers and webcam monitoring) are often invasive, glitchy, and anxiety-inducing. Students report feeling watched, distrusted, and sometimes penalized for technical issues beyond their control.
Professors, meanwhile, are divided:
This growing disconnect has created a climate of mutual suspicion — where students feel they must beat the system, and professors feel their exams are under siege.
4. When Professors Catch Cheating: The Aftermath
When a professor suspects or confirms that a student has used an exam help service, consequences are usually swift and severe:
But what’s less talked about is the emotional toll on the professor. Many feel disappointed, betrayed, or even question their own effectiveness.
Instructors also worry about fairness. If one student cheats and passes, it undermines the honest efforts of others.
5. The Call for a More Supportive System
Despite their disapproval, many professors don’t want a system where students feel forced to cheat. They are calling for reforms that address the root issues driving students to search “do my exam for me.” Suggestions from faculty:
Some professors are even shifting away from traditional exams entirely, choosing instead to assess students through real-world applications, group projects, or oral presentations.
What Can Students Learn from Professors' Views?
If you’ve ever thought, “I wish someone could do my exam for me,” you’re not alone. But it’s important to understand the professors on the other side of the equation. Key Takeaways:
Instead of risking your academic future, consider talking to your professor if you’re overwhelmed. Many are more flexible and understanding than you might expect.
Final Thoughts
The growing use of exam help services is a symptom of deeper issues in education: pressure, burnout, isolation, and a system that sometimes prioritizes grades over growth. While professors strongly oppose cheating, many also recognize the flaws in the system that drive students to search “do my exam for me.”
As the education landscape continues to evolve in 2025 and beyond, perhaps the real solution lies not in surveillance or punishment, but in rebuilding trust, offering support, and rethinking how we assess learning.
Until then, professors continue to walk a fine line — enforcing academic integrity while understanding the human side of student struggles.
But what do professors — the people designing these assessments and grading them — really think about this growing phenomenon? Are they aware of it? Do they understand the reasons behind it? And how do they react when they find out?
This article explores the academic, ethical, and human perspectives behind what professors truly think about students who use exam help services.
The Growing Use of Exam Help Services
Before diving into professors’ perspectives, let’s look at the context.
Online learning has exploded in popularity. With it, the pressure on students to perform — often under difficult circumstances — has increased. In response, many students are quietly hiring others to take their exams. This includes everything from help with one quiz to paying someone to complete an entire proctored final.
The keyword "do my exam for me" is more than a cry for help — it’s part of a growing industry that professors are increasingly aware of.
1. Academic Dishonesty: The Professor’s Main Concern
The majority of professors — across all institutions — view hiring someone to take an exam as academic misconduct. For them, it’s a clear violation of integrity policies, comparable to plagiarism or submitting a purchased essay. Professors' Viewpoint:
- Exams are designed to measure a student’s understanding. Outsourcing them undermines that goal.
- It gives an unfair advantage over peers who study and complete exams honestly.
- It diminishes the credibility of academic degrees when students graduate without earning their grades.
Most professors argue that when students search "do my exam for me", they are cheating both the system and themselves.
Professor’s Quote:
“If a student pays someone to take their exam, how can I, in good conscience, say they’re ready to graduate or move on to advanced work?”
“If a student pays someone to take their exam, how can I, in good conscience, say they’re ready to graduate or move on to advanced work?”
2. But Some Professors Understand the Pressure
While professors are obligated to uphold academic standards, many do acknowledge the immense pressure students face. Some are sympathetic — especially those who have seen firsthand the challenges of balancing school with work, family, and personal issues.
They recognize that:
- Many students are not traditional 18- to 22-year-olds with free time
- Online learning can be isolating, confusing, or lacking in support
- Mental health concerns and burnout are widespread in academia
- International students may struggle with time zones, language, or access
Even professors who oppose academic dishonesty admit that the current system isn’t always supportive — and some students feel that hiring help is their only option.
Professor’s Quote:
“While I don’t condone it, I can understand why a student might feel desperate enough to type ‘do my exam for me’ into Google.”
“While I don’t condone it, I can understand why a student might feel desperate enough to type ‘do my exam for me’ into Google.”
3. The Role of Proctoring Technology and Distrust
Ironically, the very technologies meant to prevent cheating may actually contribute to students seeking exam help services.
Remote proctoring tools (like lockdown browsers and webcam monitoring) are often invasive, glitchy, and anxiety-inducing. Students report feeling watched, distrusted, and sometimes penalized for technical issues beyond their control.
Professors, meanwhile, are divided:
- Some fully trust proctoring software and expect it to eliminate cheating
- Others are skeptical about its effectiveness and hate that it erodes trust
- A few admit it turns exams into a game of “cat and mouse” rather than learning
This growing disconnect has created a climate of mutual suspicion — where students feel they must beat the system, and professors feel their exams are under siege.
4. When Professors Catch Cheating: The Aftermath
When a professor suspects or confirms that a student has used an exam help service, consequences are usually swift and severe:
- Automatic zero on the exam
- Failing grade in the course
- Referral to an academic integrity committee
- Suspension or expulsion from the institution
But what’s less talked about is the emotional toll on the professor. Many feel disappointed, betrayed, or even question their own effectiveness.
Professor’s Quote:
“It makes me wonder — was the class too hard? Did I fail to engage the students? Or is it just the new normal?”
“It makes me wonder — was the class too hard? Did I fail to engage the students? Or is it just the new normal?”
Instructors also worry about fairness. If one student cheats and passes, it undermines the honest efforts of others.
5. The Call for a More Supportive System
Despite their disapproval, many professors don’t want a system where students feel forced to cheat. They are calling for reforms that address the root issues driving students to search “do my exam for me.” Suggestions from faculty:
- More flexible exam formats: Open-book, take-home, or project-based assessments
- Better communication: Clear expectations and accessible office hours
- Increased support services: Tutoring, mental health resources, academic coaching
- Revised curriculum: Emphasis on learning, not memorization or trick questions
Some professors are even shifting away from traditional exams entirely, choosing instead to assess students through real-world applications, group projects, or oral presentations.
Professor’s Quote:
“If students are going to cheat on an exam, maybe the exam isn’t the right tool anymore.”
“If students are going to cheat on an exam, maybe the exam isn’t the right tool anymore.”
What Can Students Learn from Professors' Views?
If you’ve ever thought, “I wish someone could do my exam for me,” you’re not alone. But it’s important to understand the professors on the other side of the equation. Key Takeaways:
- Most professors see exam outsourcing as cheating and take it seriously
- Some do sympathize with the pressures students face and want change
- Professors are not your enemy — many are willing to help if you reach out
- The academic system is evolving, and your feedback matters
Instead of risking your academic future, consider talking to your professor if you’re overwhelmed. Many are more flexible and understanding than you might expect.
Final Thoughts
The growing use of exam help services is a symptom of deeper issues in education: pressure, burnout, isolation, and a system that sometimes prioritizes grades over growth. While professors strongly oppose cheating, many also recognize the flaws in the system that drive students to search “do my exam for me.”
As the education landscape continues to evolve in 2025 and beyond, perhaps the real solution lies not in surveillance or punishment, but in rebuilding trust, offering support, and rethinking how we assess learning.
Until then, professors continue to walk a fine line — enforcing academic integrity while understanding the human side of student struggles.