Reflection in Legal Education: What It Is, Why It Matters, and How to Teach It
In early 2025, I participated in the Society for Experiential Education’s Experiential Education Academy. One of the sessions I attended focused on reflection, one of the eight principles of good practice in experiential learning. While we discussed the benefits of reflection, what struck me most was a comment made during the session: students needing to be taught how to reflect.
That’s right, reflection is not an innate ability. It is a skill we must learn.
That knowledge clarified many of my past experiences in legal education. Student don’t often like to reflect. Of course, they don’t, they don’t understand its purpose or its benefits. To them, it may be seen as busywork. Many also demonstrate reflection at a superficial level because they haven’t been taught what well done reflection looks like. For many students it’s just another assignment, one where they may or may not be graded on or receive feedback for. And students, along with many educators, often equate reflection solely with writing a reflection, with or without structured questions.
Being the practical person I am, I set out to learn how to teach students to reflect. My search led me to an article by Michele Leering, “Integrated Reflective Practice: A Critical Imperative for Enhancing Legal Education and Professionalism”[1]. Leering has been the driving force behind the incorporation of reflection in legal education, writing extensively and presenting frequently on the topic. Leering when on to complete a dissertation on reflective practice.[2]
Her article deepened understand the benefits of reflection in legal education and introduced me to its multiple dimensions. Leering presents five domains of reflection. Table 1 summarizes the domains, their definition, and the benefits of each.
Table 1: Domains of Reflection
| Domain | Definition | Benefits |
| Reflection on Practice | Building skills and expertise by reflecting on how a task or responsibility is carried out[3] |
|
| Critical Reflection | Questioning knowledge and unpacking assumptions[4] |
|
| Self-Reflection | Builds self-awareness and self-knowledge[5] |
|
| Collective Reflection | Capacity to reflect with others[6] |
|
| Integrative or integrated reflection | Integrates insights from two or more types of reflection[7] and acting on reflection and making changes[8] |
|
Armed with these definitions, I began thinking about what students need before they begin to reflect meaningfully, and what supports they required to become skilled reflectors. I identified four key areas of focus:
- Education on reflection and its benefits
- Reflecting across all domains
- Exposure to multiple forms of reflection
- Constructive feedback
Education on Reflection and its Benefits
An early introduction of what reflection is and why it matters is essential to developing reflective students who become reflective professionals. Before asking students to reflect, we must provide instruction on the concept of reflection and its value. Educating students on the contents of Table 1 is a good starting point.
Students are unlikely to engage in meaningful reflection unless they understand its relevance and potential to help them grow, both academically and professionally.
It is also important for students to understand the purpose of each reflection task. Why are they being asked to reflect in this specific instance? Every reflection assignment should be accompanied by a clear explanation of its intended purpose.
Reflecting Across All Domains
Students should participate in reflection in all the domains in Table 1. This requires meeting students where they are. Some may be ready for integrative or collective reflection, while others may begin with basic reflection on practice. Starting small, with reflection that demands lower levels of insight, can ease students into the process. As they grow more comfortable, they will develop deeper insights into themselves and their professional abilities.
Exposure to Multiple Forms of Reflection
Reflection assignments are often highly structured. Students are given the same set of questions and asked to respond repeatedly. This repetitive approach can dull the impact of reflection over time.
To keep reflection meaningful, students need to be exposed to a variety of reflection methods. Tricia Whenham’s article, “15 ways to spark student reflection in your college classroom”[9] offers creative alternatives. Many of her suggestions can be adapted for legal education, even those that seem unconventional. For example, she proposes “sketch reflections,” which combine writing and drawing to help students express their thoughts. She also recommends video-recording students’ performances to support self-assessment or inviting students to revise earlier work based on feedback.
Feedback
Students needed feedback on their reflections, just as they do for any other skill. Without guidance, they can’t assess whether they are reflecting effectively.
Reflection assignments should be supported by rubrics that outline expectations. Students should receive feedback to help them recognize what strong reflection looks like. This process helps students move from superficial to comprehensive reflection. The deeper their reflections, the more they can learn about themselves and how to improve. And the more they improve, the better equipped they will be for future practice.
I began this article by referring to experiential learning, but reflection is not limited to that context. It should be part of all learning. The more we can integrate reflection into every aspect of legal education, the more likely students are to make it a habit and the more likely they are to grow into reflective, competent legal professionals.
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[1] Michele M. Leering, “Integrated Reflective Practice: A Critical Imperative for Enhancing Legal Education and Professionalism” (September 2017) Canadian Bar Review, vol. 95(1), pg. 47. https://cbr.cba.org/index.php/cbr/article/view/4400
[2] Michele M. Leering, “Integrative Reflective Practice in Canada and Australia: Enhancing Legal Education, Pedagogy, and Professionalism” (August 2023) Queen’s University. https://qspace.library.queensu.ca/items/c50f6ac8-05f2-4198-8282-f326bc24b993
[3] Ibid at page 69.
[4] Ibid at page 71.
[5] Ibid at page 73.
[6] Ibid at page 78
[7] Ibid at page 76.
[8] Ibid at page 80
[9] Tricia Whenham, “15 ways to spark student reflection in your college classroom” (9 April 2020) online (article): https://www.nureva.com/learn/posts/15-ways-to-spark-student-reflection-in-your-classroom.
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