Mindfulness and the Law Student: The Guide I Wish I’d Had
Edward Elgar Publishing eBooks July 18, 2026 DOI: 10.4337/9781035314843.00016 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Practical guide / professional commentary Peer reviewed |
|---|---|
| Population | Law schools and law students |
| Topics | Meditation |
| Keywords | Framing construction Graduation instrument Wish Mental health Best practice Engineering ethics Public relations Pedagogy Psychotherapist Medical education |
| Key points | Argues that mindfulness programs in law schools succeed when adapted to student schedules, supported by faculty, and framed around academic and career benefits rather than solely mental health. |
Abstract
This chapter provides a practical guide for establishing and maintaining mindfulness programs in law schools, drawing from the author's experience founding the national Mindfulness in Law Society Student Division. The chapter examines various implementation approaches including presentations, guided practice sessions, multi-week training programs, student-led groups, and retreats. Key strategies for success include adapting traditional mindfulness programs to accommodate busy law student schedules, securing faculty support for continuity, and framing benefits in terms of academic performance and career success rather than solely mental health. The author emphasizes meeting students where they are by offering practical techniques that realistically fit into demanding academic schedules, such as distinguishing between formal "Mindfulness Practice" and informal "Mindful Practices." Implementation challenges are addressed, including funding considerations, trauma-informed approaches, and sustainability beyond student graduation cycles. The chapter concludes with actionable steps for law school administrators and student leaders seeking to develop effective, lasting mindfulness programming.