Abstract
In this chapter, the authors adopt a critical lens to the relationships between transition to law school and wellbeing, and the concepts of confidence, community, and belonging in that context. Drawing on the findings of recent research within a law student cohort, the authors reflect on how the aspirations and expectations of law students may influence wellbeing in transition and beyond, and the impact of student confidence and students’ sense of community and belonging. While accepting the significance of these factors in transition and wellbeing, the chapter nonetheless questions the assumptions underlying notions such as ‘confidence’ and ‘belonging’ and their interaction with established narratives such as ‘thinking like a lawyer’. It is proposed that deeper reflection and critique is needed when planning transition activities and engagements to consider the messages we may inadvertently embed for our students, and the impact of this on wellbeing and effective transition. The authors finish by exploring some areas of transition practice where their critique of this rather tangled thread of concepts might suggest some useful directions of travel.
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Notes
- 1.
Who is not in the room and why not?—Confidence, Community and Belonging Project (University of Sussex Ethical Approval: ER/VN59/3 granted February 2021).
- 2.
Confidence can, of course, also relate to your belief in others; what you expect in others and ‘having confidence’ in someone to deliver whether at work, in a relationship, or in a sports team environment. Confidence can, of course, also refer to keeping certain information in confidence but this is not something we are concerned with here.
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Moore, I., Drisceoil, V.N. (2023). Wellbeing and Transition to Law School: The Complexities of Confidence, Community, and Belonging. In: Jones, E., Strevens, C. (eds) Wellbeing and Transitions in Law. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-27654-5_2
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