Tag: Access to Justice

Beyond providing Access to Justice: Why I believe the Law Clinic advances Social Mobility by Bamah Hussain

The Law Clinic is widely regarded as upholding ‘Access to Justice’ through its provision of pro bono legal services for its clients. Another outcome that is perhaps less well recognised, is the access to quality legal work experience that the clinic provides to students who might be prevented from gaining this type of experience elsewhere. In a field known to be highly competitive, this is invaluable for many students, and I personally believe that the law clinic makes incredible leaps in advancing social mobility in this regard.

I secured my place at the law clinic in 2022. Any prospective law student who wishes to join the clinic completes an application form and interview which, if successful, leads to them being allocating a place as a student advisor. This recruitment process allows students from diverse and unique backgrounds to showcase their respective strengths and experience. Whilst this may be perceived to be standard industry practice, some law students continue to experience social and economic barriers when attempting to secure legal work experience elsewhere in the sector.

The Sutton Trust, a social mobility charity, recently found that graduates from more affluent backgrounds were almost 20% more likely to have undertaken a legal internship. Location also matters, with the Trust finding that those in London were significantly more likely to have undertaken an internship than those in Scotland and elsewhere. The research also notes that internships are almost twice as likely to be secured through family and friends, compared to through formal advertisement, further contributing to the widening access gap.

In my view, the law clinic really does help to bridge this gap. While still being predominantly voluntary, it provides students with opportunities to become part of a legal community, helping them connect and develop relationships with internal and external legal practitioners. This is achieved through a variety of ways, including working on real life cases, supporting volunteer solicitors at a bi-monthly Initial Advice Clinic, or meeting with alumni and supporters at events arranged and hosted by the clinic. It also provides some paid opportunities for students to continue their work experience over the summer months through a formal application process.

By providing these opportunities, I believe that the law clinic plays an important role in overcoming some of the barriers to the legal job market that I have described above. By giving students access to flexible working experiences that can be worked around studies, employment, and care commitments, the law clinic makes a real effort towards lessening the gap of opportunity that currently exists. It reassures me that merit can and should ultimately lead you to where you want to be. Therefore, to me, the law clinic goes beyond providing ‘access to justice’ in the traditional sense. It also provides access of opportunity for students irrespective of their background or external circumstances. This to me encompasses the wider ethos of the clinic: to advance justice for the entirety of its community, clients and students alike.

By Basmah Hussain, Third Year LLB Student

‘From Strathclyde to Norway’: My Semester Abroad Experience

By Saeed Azodazad

Studying in Norway was an unbelievable experience for me in every aspect, from the beautiful nature to the interesting teaching approach. At the beginning, when I first moved to Norway, I felt slightly down. The unfamiliar environment, the challenge of settling into a new country, and the differences in academic structure left me feeling overwhelmed. However, as I adjusted to my new surroundings, I began to appreciate the unique aspects of living and studying in Norway.

In Norway, the approach to studying law was quite different from what I was used to at Strathclyde. At Strathclyde, independent study is complemented by numerous opportunities to test and refine our understanding before the final exam. Assignments, tutorials, and group discussions allow students to engage actively with the material and receive feedback throughout the semester. In contrast, the system in Norway is almost entirely independent. Lectures are non-compulsory, and there are few structured opportunities to gauge your progress or challenge your knowledge before the final assessment. The exam, which typically accounts for 100 per cent of your grade, requires a high level of self-discipline and effective time management. Adapting to this approach was initially daunting, but it also taught me the importance of self-reliance and personal accountability in my studies. The freedom to structure my learning allowed me to explore topics in depth, though it also highlighted the need to stay organised and motivated without the regular checkpoints I was used to at Strathclyde.

One of the best parts of my semester in Norway was getting to explore its incredible natural landscapes. Norway is famous for its dramatic fjords, towering mountains, and endless hiking trails, and I made it a priority to experience as much of it as I could. The hikes were like nothing I’d ever done before. Some trails were easy walks through peaceful forests, while others were tougher climbs that led to stunning viewpoints. Each one offered something different—whether it was the calm of a quiet lake or the jaw-dropping sight of a fjord stretching out below. Being out in nature like that gave me a chance to unwind and recharge, especially when things got busy with my studies. Outdoor activities are such a big part of Norwegian culture, and it’s easy to see why—it’s impossible not to feel connected to the world around you when you’re surrounded by so much natural beauty.

During my time in Norway, I also stayed actively involved in the clinic. As the Coordinator of TAP, I ensured that the TAP IACs at the clinic ran smoothly while continuing to work on online cases. Balancing this role remotely alongside my studies was challenging, but it was also incredibly rewarding. It allowed me to stay connected to the clinic’s work and maintain my contributions, even from a distance. The experience taught me valuable lessons in time management, adaptability, and the importance of clear communication in a remote working environment.    

Reflecting on my time in Norway, I can honestly say that the experience was life changing. The differences in academic approach, while initially challenging, helped me grow both as a student and as an individual. The freedom and responsibility that came with the independent learning style in Norway gave me a new sense of self-reliance and time management. Meanwhile, exploring the stunning natural landscapes provided a much-needed balance to the demands of academic life and gave me a deeper appreciation for the outdoors.

Overall, my semester abroad not only broadened my academic horizons but also enriched my personal life in ways I never expected. It’s a reminder that stepping outside of your comfort zone can lead to some of the most rewarding experiences. Studying in Norway was an unforgettable chapter in my journey, and I’ll carry the lessons learned and the memories made with me for years to come.