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Responding to the Evolving Demographics in Legal Education : Beyond Gender Balance to Holistic Diversity, Dr Emma Roberts, talks to Legal Women about the basis of the Persona’s Project, an enhancement initiative she has implemented to resolve the persistent attainment gap.
Legal education has evolved significantly in recent years, with a focus on increasing diversity within the legal profession. Over the past few decades, the profile of law students has evolved considerably and nowhere is this more evident than in the gender balance of our lecture halls. Once dominated by men on both sides of the lectern, women now outnumber their male counterparts in the law lecture, reshaping the demographics of legal education and, ultimately, the profession.
Whilst this gender shift is notable, our focus in teaching design must extend beyond this single metric of diversity. Today’s law students bring a rich variety of backgrounds and individualities into the classroom and understanding these unique characteristics is crucial in creating an inclusive learning environment that supports every student’s success.
At Salford, one of the many enhancement initiatives I have instigated since taking to role as Head of Law last year is the Personas project, which aims to map out what our students’ full profile really looks like, so that teaching and learning design can target the specific needs of our learning community. The aim being to improve the student experience and, by extension, enhance employment prospects. This initiative considers, but looks beyond, standard metrics like age or gender, focusing instead on factors such as previous educational experiences, commuting times, socio-economic backgrounds, race, cultures and beliefs, and the ways these intersect to impact students’ capacity to engage fully with their studies. Our goal is not just to acknowledge diversity but to tailor our teaching strategies in ways that truly reflect and support the realities our students face.
Changing student demographics: the role of socio-economic background
One of the more pressing factors affecting our students’ academic journey is socio-economic background. Today’s law students are often juggling work, family responsibilities and significant commuting distances due to financial and familial constraints that prevent them from living near campus. In fact, some of our students are working upwards of the average 16 hours per week to support themselves, which inevitably impacts the time and energy they can dedicate to their studies. For those with additional responsibilities, such as parental or caring duties, the pressures only intensify.
These realities suggest that students from lower socio-economic backgrounds might lack the social capital their peers enjoy – a disadvantage that could affect their long-term career opportunities in a competitive legal employment market. Recognising this, our teaching approach must be carefully designed to account for such disparities. By understanding who our students are and the specific pressures they face, we can make intentional and informed choices as to how we deliver content, structure assessments and support their learning.
Embracing an education of compassion and care
The pioneering Personas project forms part of a broader approach which demonstrates our commitment to the education of compassion and care. This educational philosophy aims to go beyond mere knowledge transfer, striving to create a learning environment that is not only inclusive but genuinely responsive to students’ lives and challenges. For instance, if we know that many students are balancing substantial work hours with their studies, we can select materials and develop assessments that optimises engagement, thus maximising learning, without overwhelming them.
This approach requires rethinking the traditional, often rigid structure of legal education. Where we once might have expected students to read vast amounts of material in preparation for every class, we now consider how we can make that material more accessible and impactful, maximising their learning in the limited time they have available outside of class. This prompts that we make better use of the time they spend in class with activities that allow them to co-construct learning with their peers as facilitated by their tutors. For example, concise, carefully curated reading lists with indicative reading times allow students to gain essential insights without the burden of excessive preparation and helps them manage their time. Being set clear and manageable expectations enhances engagement which improves the learning community for all.
Similarly, online resources and flexible learning options enable students to engage with materials at times that suit their schedules, providing greater flexibility in how and when they learn. Classroom activities can then focus on extracting meaning and calibrating understanding through meaningful and authentic learning and formative assessment.
Teaching design for diverse student experiences
By embracing this tailored approach, we are developing a legal education model that not only accommodates diversity but is actively shaped by it. Our commitment to a compassionate education extends to reimagining the classroom experience to fit our unique student personas. For instance, incorporating a range of instructional methods – such as interactive workshops, blended learning, and peer-to-peer discussions – acknowledges the various ways students absorb information and acquire knowledge. With some students having less time or capacity for in-depth independent study, structured, interactive sessions can help consolidate knowledge in a collaborative, supportive setting. Taking a programme-wide approach supports scaffolded learning techniques which sees an incremental approach to developing independent learning skills.
Additionally, we are mindful of the skills and social capital students need for successful careers in law. By creating opportunities within the curriculum for networking, professional skills development and real-world applications of legal principles, we help level the playing field for students who may lack the connections and informal knowledge often required to secure vacation schemes, internships, training contracts or other early career opportunities in law.
Moving forward with intentional design
The Personas project and our compassionate teaching framework highlight a critical shift in legal education. This is focused on thoughtfully adapting our approach to the realities of our students’ lives. Legal educators today have a responsibility to recognise the diverse needs within our classrooms and respond with empathy and intentionality. By doing so, we foster not only academic success but also resilience and confidence, helping students from all backgrounds build their path in the legal profession.
As we continue this work, the goal remains to create an educational environment where every student – regardless of their socio-economic background, prior experiences or current responsibilities – can flourish. This commitment to inclusivity and support is not just a teaching strategy; it is a moral imperative for the future of the legal profession. Through projects like Personas, we are laying the groundwork for a more diverse, compassionate and equitable legal education, one that recognises the full humanity of each student and empowers them to thrive.
Dr Emma Roberts, Head of Law, University of Salford.