ABSTRACT
This chapter considers the role of legal educators within a clinical legal environment; specifically focussing on the development of pedagogies which support the exploration of the hidden curriculum within legal education.
The arguments that support the development of an understanding of clinical legal education (CLE) have been well rehearsed. However, the hidden elements of professional practice, such as emotional labour and intelligence, have rarely featured in pedagogical discussion, yet remain an important factor in understanding and promoting law student development, as well as their professional identity formation.
This Chapter explores the link between emotional intelligence and labour and well-being. It considers the challenges of inclusion of these factors within legal education.
It is contended that law teachers have limited access to the language and discourse needed to explore such vital concerns about well-being within legal education and beyond.
This chapter considers these issues along with the approach of CLE and its potential for teaching the ‘hidden curriculum’ and supporting and developing well-being for law students.
