15. Conclusion
The more students that take part in a climate clinic or (especially for students at law schools without a clinical program) a climate co-curricular program, the greater the prospect there is for a climate conscious, reflective and resilient legal sector. Although there are models for climate clinics, the model is not the most important thing. We have mentioned three specific climate clinics, as well as a clinic with a climate purpose. Rather, a CLE approach to climate change — reflective, real and supervised — offers students ways to develop their climate lawyering skills, ranging from empathy with vulnerable clients to drafting law reform submissions to governments. Climate clinics, and related co-curricular opportunities, open varied career pathways, including into a CLC sector acutely aware of the present lack of climate preparedness in communities, and clinics teach and supervise students to reflect in a way that supports climate wellbeing and a climate-conscious professional identity.
Co-curriculums are learning activities and experiences that extend beyond the formal academic programs while complementing them. In legal education, co-curricular programs often focus on professional practice, skills development, and addressing contemporary issues. Climate and sustainability co-curricular programs have gained prominence in higher education in the last decade. They aim to enhance students’ understanding of climate-related issues, build skills for assisting clients affected by climate change or hoping to create positive climate impact and encourage students to reflect on current climate-related laws and policies through bridging theoretical learning with practical experience.
