Enhancing Lawyers' Well-Being and Competencies Beyond the Traditional Law School Curriculum: The Impact of Mindfulness Education on Law Students

Abstract

High rates of mental health issues have been reported among legal professionals and law students alike. Research conducted in the legal field and beyond has consistently linked mindfulness with improved well-being. Consequently, in 2019, Thomas Telfer launched an upper year credit course called Mindfulness and the Legal Profession at Western University, Faculty of Law with the intention of bolstering student wellness and providing training in skills not traditionally covered in the law school curriculum. The course-believed to be the first credit course on mindfulness at a Canadian law school-combines a daily mindfulness practice with readings and discussion on topics such as mental health, focus and distraction, emotional intelligence, resilience, compassion, mindful listening, negotiation, and legal ethics. This paper presents a qualitative study of student reflections on the course. Our analysis shows that the course had a significant impact on participants' mental health and led to growth in skills relevant to the legal profession, including improved communication skills, enhanced focus, and increased productivity. Participants also experienced greater self-awareness and an enhanced ability to attend to the present moment. Many participants expressed an intention to use the skills that they learned in the course in their professional lives moving forward and a belief that the law school curriculum should be expanded to include courses such as Mindfulness and the Legal Profession. We argue that there is value to be gained from teaching law students about mindfulness. Courses such as Mindfulness and the Legal Profession belong in the law school curriculum and are deserving of consideration by the broader legal community.

Keywords: mindfulness, meditation, law students, law school, well-being, mental health, focus, productivity, higher education