Legal wellbeing pedagogy

A new model for promoting wellbeing in law schools

Abstract

This paper introduces a new pedagogical model for law schools, the Legal Wellbeing Pedagogy. It draws upon positive psychology, namely Self-Determination Theory and its Basic Psychological Needs sub-theory, as its theoretical basis. Synthesising these theories with existing international research into legal education enables them to be adapted to meet the specific requirements of the discipline of law. Based on this theoretical grounding, the focus of Legal Wellness Pedagogy spans cognitive, experiential and affective engagement with learning and teaching in legal education. It provides a clear framework for the integration of challenge and growth, independence and meaning, and collaboration and connection into the law degree. It also highlights the role of empathy, reflection and values and ethics as key inter-connecting concepts to promote a holistic approach to wellbeing. Overall, this paper sets out a theoretically grounded model which is focused upon promoting positive wellbeing for both staff and students, reimaging the legal curriculum as a vehicle to facilitate thriving and flourishing in an evidence-based and sustainable manner.