Threshold Concepts in Law: Intentional Curriculum Reform to Support Law Student Learning Success and Well-Being

Rachael M Field, Jan HF Meyer

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

Student well-being in tertiary education contexts is an important issue because the psychological health of students is a critical component of their capacity to learn effectively. A large body of international scholarship has now established that significant numbers of students of higher education experience elevated levels of psychological distress and this negatively impacts the quality of their learning at university. Research into law students has shown that around one-third of law students experience higher levels of psychological distress than the general population after their first year of study at law school. Using self-determination theory from positive psychology as a lens, this chapter identifies threshold concepts in law, such as ‘legal reasoning’, as holding the key to future directions in legal education that support law student well-being.
Original languageEnglish
Title of host publicationKey Directions in Legal Education: National and International Perspectives
EditorsEmma Jones, Fiona Cownie
Place of PublicationAbingdon
PublisherRoutledge
Chapter10
Pages142-158
Number of pages16
ISBN (Electronic)9780429448065
ISBN (Print)9781138330054
DOIs
Publication statusPublished - 16 Mar 2020

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    Field, R. M., & Meyer, J. HF. (2020). Threshold Concepts in Law: Intentional Curriculum Reform to Support Law Student Learning Success and Well-Being. In E. Jones, & F. Cownie (Eds.), Key Directions in Legal Education: National and International Perspectives (pp. 142-158). Routledge. https://doi.org/10.4324/9780429448065-10