Cuing Safety in the Law School Classroom: Using a Polyvagal Theory Framework in Support of Trauma-Informed Teaching Practices.

The article focuses on integrating trauma-informed education practices in law school settings. It explores how trauma affects students' learning capacities and how Stephen Porges' Polyvagal Theory can be applied to create safer and more supportive classroom environments. It emphasizes the prevalence of trauma among students, particularly those from Generation Z, and propose specific strategies for educators to avoid retraumatizing students.