to outcomes that produce change . This paper outlines the process of introducing this ‘ new thing ’ and evaluates its outcomes . It begins by setting out the background to the development of the session and the ethical considerations involved . It goes on to explain why it was important to introduce a focus on wellbeing , and how the session used technology and collaborative , panel-style discussion to support the session ’ s aims . Following discussion of session design and implementation , the paper evaluates the session and explains how it has informed practice in the Law School , including the introduction of our new Legal Essentials module , which takes a holistic approach to Law School induction and legal skills development .
Research Ethics
It ’ s OK not to be OK was initially conceived during a joint Law and Psychology research project at Keele , called Why Not Me ? This project examined the factors that impacted on students ’ academic identity , sense of belonging , and wellbeing ( Skipper and Fay , 2019 ). The literature review for Why Not Me ? revealed significant issues affecting Law students in particular ( see Law Student Wellbeing section ), which prompted a discussion in the Law School about how these might be addressed alongside the Why Not Me ? research . This discussion led to the design and delivery of It ’ s OK not to be OK . This work was supported by the Head of School , the Law School ’ s Learning Development Tutor , and Level 4 module leaders . The session design was led by Law School colleagues with experience in student counselling , pastoral care provision , and mental health research .
The session sought to raise first years ’ awareness that studying Law can present challenges to their wellbeing ; to remove the stigma attached to experiencing these challenges ; and to show students how they can look after themselves and each other . In recognition of the difficulties highlighted in the literature , the Law School had already introduced the Look After Your Mate session ( Student Minds , 2016 ) during Induction Week in 2018 . Look After Your Mate shows students how they can support each other through emotional or psychological difficulties . The session must be delivered by staff who have undergone the Student Minds training , which has a cost . We wanted to develop a session that would complement the messages of Look After Your Mate but would also take it further and integrate wellbeing awareness into student learning and achievement . We recognised the link between wellbeing , learning and achievement , but at the time the link was not being made explicit to students at School level .
For session delivery , we had panel members who were willing to share their own experiences with students , to remove stigma and to show students that staff understand their difficulties . Members included Level 4 core module leads ; our Level 4 Graduate Teaching Assistant and Keele alumna ; and the Learning Development Tutor who also teaches some Law subjects , as well as having a pastoral role . Research indicates that collaboration between subject teachers and learning development staff can impact positively on achievement and retention ( Butters et al , 2013 ), and this is very much the approach taken in the Law School .
The session was delivered in a vacant Level 4 lecture slot , but it was advertised ( by email and flyers ) to students as being separate from their Level 4 modules . Students were advised beforehand what the session would involve ; that participation was voluntary , and attendance would not be recorded ; that the session itself would not be recorded ; and that their anonymous , whole-cohort responses to the Mentimeter polling would be used as part of an ongoing research project . At the start of the session they were reminded of this and reassured that they were free to decide whether to take part ; to answer all , some , or none of the Mentimeter questions ; and that they could leave at any time .
The session sought to achieve three main outcomes :
• To raise first year Law students ’ awareness that studying Law can be challenging psychologically for everyone ;
• To remove the stigma attached to experiencing difficulties with mental wellbeing ; and
• To show students how they can look after themselves and each other – and to see the Law School as a supportive community .
The post-session support available to students ( both internal and external to Keele ) was flagged up towards the end of the session , with contacts and weblinks displayed using PowerPoint . We also
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