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Dr Eloise Scotford

Scotford_Eloise_140x180Contact details


Room: SW3.10






Eloise Scotford is Senior Lecturer in The Dickson Poon School of Law. She joined King’s as Lecturer in September 2010, following three years as Career Development Fellow in Environmental Law, Faculty of Law and Corpus Christi College, University of Oxford. Dr Scotford obtained the University Medal in Law in her undergraduate degree at the University of Sydney. After working as Associate to the Chief Justice of Australia in Canberra and as lecturer at the Universities of Sydney and New South Wales, she successfully read for the BCL, MPhil and DPhil at the University of Oxford. Dr Scotford is currently an Associate Member of Landmark Chambers a member of the Avosetta group of EU environmental law experts, and Analysis Editor the Journal of Environmental Law. She is also a Visiting Lecturer at Bocconi University in Milan.

Dr Scotford is Academic Convenor for the Anglo-Australian LLB programme.

Research interests and PhD supervision

Dr Scotford’s research covers a wide range of aspects of environmental law, within and across jurisdictions, with a particular focus on UK law, EU law, Australian law and international law. She writes on the comparative legal treatment of environmental principles, air quality law, climate change governance, waste law and legislative and adjudicative processes as they relate to the environment. At the core of this research is an exploration of the richness, variety and openness of legal institutions, doctrines and cultures in responding to and accommodating environmental problems.

Current PhD Students & topics

  • Emily Barritt, How well are the aims of the UNECE Convention on Access to Information, Public Participation in Decision-making and Access to Justice in Environmental Matters (Aarhus Convention) met within English law? (completed)
  • Ioanna Hadjiyianni, The EU as a Global Regulatory Power in the Area of Environmental Protection.
  • Stephen Minas, Transnational Climate Technology Governance.
Selected publications


  • E Scotford, Environmental Principles and the Evolution of Environmental Law (Hart Publishing 2016)
  • G Jones and E Scotford (eds), The Strategic Environmental Assessment Directive: A Plan For Success? (Hart Publishing, 2017)
  • E Fisher, B Lange and E Scotford, Environmental Law: Text, Cases and Materials (OUP, 2013)


  • E Fisher, E Scotford and E Barritt, ‘The Legally Disruptive Nature of Climate Change’ (2017) 80(2) Modern Law Review 173-201
  • E Scotford & J Robinson, ‘UK Environmental Legislation and its Administration in 2013: Achievement, Challenges and Prospects’ (2013) Journal of Environmental Law 389 -409
  • E Scotford & R Walsh, ‘The Symbiosis of Property and English Environmental Law – Property Rights in a Public Law Context’ (2013) 76 (6) Modern Law Review 1010-1045
  • E Fisher, B Lange, E Scotford & C Carlarne, 'Maturity and methodology: Starting a debate about environmental law scholarship' (2009) Journal of Environmental Law, 21, 2, 213-250
  • E Scotford, ‘Trash or Treasure: Policy Tensions in EC Waste Regulation’ (2007) 19(3) Journal of Environmental Law 367-388

View full list of Dr Scotford’s publications.



  •  Law of Tort (module leader)
  •  Environmental Law (module leader)
  •  Public Law


  • Global Law of Climate Change (module leader)
  • EU Environmental Law (module leader)


Eloise Scotford

What aspects of your role as lecturer in law do you find most
enjoyable or inspiring?

I like teaching across a broad set of subjects in law and to many different types of student, from undergraduate through to masters and postgraduate research students. This is not just because I like teaching students – and it is rewarding to see students improve and do well and where they go with their lives – but also because teaching informs another very important part of being an academic, our research. 

The more that I teach, and the broader the range of subjects and students that I encounter, the more it generates interesting questions about the research that I am doing and even generates research questions. I find very satisfying the process of ideas being generated in classrooms, tested in classrooms, and then turning into discrete research inquiries, which take on a life of their own and end up being in a book or a paper that your students will then end up reading.  The virtuous academic circle!

Your research primarily focuses on environmental law – what first
sparked your interest in this area?

I really enjoyed studying law, and enjoyed teaching law in my first academic job, but I didn’t know if I could keep teaching law in core areas without having an interesting social focus to my work. Although this might sound really uninspiring to many, I was inspired by reading lots of articles in the newspaper at the time I was first lecturing about how the technology of waste treatment plants was being advanced, and the difficulties that were involved in the regulation of waste.

That got me thinking about how my skills as a lawyer related to difficult questions around environmental problems. For me, that social interest has been a good way to keep my interest in legal study and research very fresh and current.  Environmental problems are complicated and are always being understood in different ways, so to think about legal responses to those developments is an on-going agenda and one that never gets boring.

Who or what has inspired your research the most?

In addition to the genuinely inspiring interactions I have with undergraduate and postgraduate students in teaching environmental law, the mentors that I have had as a young academic researcher have been deeply influential.  Some key academics that I have been lucky to work with have forced me to be much more critical and self-critical in developing my work, requiring unswerving rigour, being very tough with me, not letting me get away with making assumptions that aren’t safe to make. Having that kind of inspiration from more senior academics has been absolutely invaluable in the (ongoing) development of my research. 

What do you most enjoy about working in London?

The most inspiring thing, and this is very King’s-specific, is my walk across Waterloo Bridge between my office in Somerset House and where I most often teach in the Franklin Wilkins building. Walking across that bridge inspires me on a daily basis. Even if I’m in an average mood coming to work, it lifts my spirits. It’s also the place where I started to fall in love with my husband... The location, the river, seeing the full dimensions of the city with all its beauty and buzz, are all things that I find incredibly moving.

What do you do in your spare time?

Spare time is a limited resource but one that’s very valuable. What I find most precious to do in my spare time is spending time with people – having dinner at home, or meeting up with special and important friends. I find it very restorative to spend time with good, genuine friends. Otherwise, I like sewing; I do yoga; I go to the theatre a lot and do lots of exercise in Battersea Park, which is near where I live. If I didn’t have my time in the park, I think I’d go crazy!

Why should students choose to study law at King’s?

Students should choose to study law at King’s because it is an institution that takes the teaching of law seriously, both as a professional qualification and as a period in your education when you learn to think more deeply and critically. 

The standards that are expected of law students are high and the rewards that they get from aspiring to reach those standards will equip them well in whatever kind of career they end up pursuing, whether in a law firm or otherwise.

As an academic institution, King’s supports learning for professional study but also, more broadly, for the development of one’s intellectual life. That type of learning has benefits that are more difficult to see, but ultimately are just as important as an immediate professional qualification.

What’s the best advice you could offer a GCSE or A Level student
hoping to study at King’s?

Getting to law school can be a big shock – going from secondary school to a higher education environment is challenging, and a law degree is difficult, albeit very relevant to the world around you. The best advice I can give in making that adjustment and in learning to be a lawyer is that you need to trust the process of your law degree. It’s a three-year process of education. You don’t become a lawyer overnight and you have to trust that the way you’re being taught, and the things you’re being exposed to, actually allow you to learn and to thrive over the course of your degree. Also, you should tell the truth in your personal statement – we can always tell when someone’s not telling the truth.

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