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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-


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