We need to talk about trauma: Integrating trauma‐informed practice into the family law classroom

Abstract

AbstractThe reality of law schools being hotbeds of toxic stress is not new. Most law schools already have instituted student wellness initiatives focused on supporting students through the rigors of law school, and spotting outside stressors which impact students' legal education and providing support. While these initiatives are crucial, lessons about healthy boundaries, combating toxic stress and the role of trauma, need to be further integrated into law school curricula. The field of trauma‐informed practice presents a rich set of tools from which to accomplish these goals. While trauma‐informed practice has implications for all of legal education, the focus of this essay is on the teaching of family law. Law school family law courses create an ideal platform for incorporating a trauma‐informed perspective and introducing law students to trauma‐ informed skills. While some law school clinics introduce and implement principles of trauma‐informed practice to law students, it is less common that trauma‐informed practice is introduced through traditional doctrinal or skills classes. This article will explore how an understanding of trauma and trauma‐informed practice can inform how family law courses are taught in United States law schools.