The Trauma-Informed Lawyer · Myrna McCallum

The Duty to Do Better: The Law Student Version

·1 hr 9 min·5 clips

Myrna McCollum reveals why law schools are missing a critical competency: trauma-informed lawyering.

This episode focuses on the need for trauma-informed legal education and the experiences of law students. Host Myrna McCollum, a Métis Cree lawyer, facilitates a conversation with students from the University of Victoria's Law 391 class. The discussion centers on the duty of law schools to better support students, particularly those carrying personal trauma. McCollum argues law schools lack a critical competency requirement in trauma-informed lawyering. The student panel shares their direct experiences within the legal education system. They discuss how traditional pedagogical approaches can be retraumatizing for certain students. The conversation specifically addresses the challenges faced by students of color and others with unique lived experiences. These students often bring significant personal trauma into the classroom environment. The episode explores what a trauma-informed approach to curriculum delivery would entail. It also examines how educators can create safer, more inclusive learning spaces. A key insight is that becoming trauma-informed requires lawyers to critically reflect on personal behaviors and biases. This practice aims to transform advocacy and avoid causing further harm to clients. The students provide courageous, firsthand accounts of their psychological challenges in law school. Their stories highlight a gap between academic theory and the human elements of legal practice. The episode suggests that committing to continuous learning is essential for new lawyers. A trauma-informed approach is framed not as an elective skill but as a core professional duty. The tone is educational, advocacy-oriented, and deeply conversational. The style is personal and reflective, blending professional critique with student narratives. This episode is ideal for law students, professors, and lawyers reflecting on their educational experiences. Listeners seeking purely doctrinal legal analysis or adversarial debate might find its focus less relevant.

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