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29 Int'l J. Clinical Legal Educ. 1 (2022)

handle is hein.journals/clled29 and id is 1 raw text is: Editorial James Marson J.Marson@shu. ac.uk This is our first edition of 2022 and the first since the removal of the remaining domestic covid-based restrictions in England. Law clinics have, like so many of us, had to adapt to new ways of working whilst ensuring the invaluable service offered continued. Similarly, new skills, new connections, valuable lessons learned and a reinvigorated approach to pedagogy have emerged. These themes are represented in this edition, a collection of articles which provide fascinating examples of the range of clinical activities taking place in respect of the development of students and their understanding of what a lawyer should be; the nature of legal pedagogy when forced into remote teaching methods during the pandemic; and returning to the theme of professional identity and the place of students in legal practise. We begin this edition with Lawton, Saban and Whittam's contribution on the developing of empathy through clinical legal education. This is a timely and significant exploration of a soft skill in lawyering, but one which is the subject of increasing study given the trajectory of lawyers' understanding of the importance of developing and building relationships with their clients. Here the authors use the Basic Empathy Scale to determine a cohort of students' self-reported empathy levels following participation in law clinics in the UK, and offer a useful addition through a gender analysis of this reporting. In an interesting conclusion, the authors explain how operating in a clinical setting can both improve and diminish empathy levels amongst students. However, a statistically significant level of students report increased empathy from their pro bono clinical work, with female respondents more likely to self-report higher empathy scores. Further, the authors provide a valuable recommendation of how to incorporate empathy into the learning outcomes of clinic- 1

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