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Ethical Imperatives for Legal Educators to Promote Law Student Wellbeing

Duncan, N. J. ORCID: 0000-0002-5841-8464, Field, R. and Strevens, C. (2020). Ethical Imperatives for Legal Educators to Promote Law Student Wellbeing. Legal Ethics,

Abstract

There is currently a debate about resilience and wellbeing of law students and legal practitioners. Tension has developed between a movement promoting the wellbeing of students and those who criticise that movement for individualising responsibility and enabling managers to evade their responsibilities. This article seeks a constructive resolution of that tension. It proposes ethical obligations for intentional curriculum design for the promotion of student well-being and the ongoing well-being of practitioners. In order to do this it explores different theoretical perspectives on ethical practice. It then uses self-determination theory, a theory of positive psychology, as a basis for applying the outcome of this analysis to the task of educating lawyers. Finally, it considers the implications of these analyses for the continuing responsibilities of the relevant communities: legal educators; practitioners, their employers and managers; regulators; and for the individual law student and lawyer.

Publication Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Legal Ethics on 2020, available online: https://doi.org/10.1080/1460728x.2020.1834070
Subjects: K Law
L Education > LB Theory and practice of education > LB2300 Higher Education
Departments: The City Law School > Professional Programmes
Date Deposited: 29 Sep 2020 14:27
URI: https://openaccess.city.ac.uk/id/eprint/24486
[img] Text - Accepted Version
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