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This post discusses the National Task Force on Lawyer Well-Being’s report, The Path to Lawyer Well-Being: Practical Recommendations for Positive Change. The report recommends that faculty “assess law school practices and offer faculty education on promoting well-being in the classroom.” It cites research suggesting that “potential culprits that undercut student well-being includ[e] hierarchical markers of worth such as comparative grading, mandatory curves, status-seeking placement practices, lack of clear and timely feedback, and teaching practices that are isolating and intimidating.” This post notes that legal practice is inherently stressful and recommends changing legal practice culture. Individual practitioners may reduce their stress by adopting a norm of problem-solving in serving clients whenever appropriate.