Political Turmoil and Trauma: The Crisis Law Schools Can’t Ignore

By Marjorie Florestal, JD, MA, PhD Student in Human Development, Certified in the NeuroAffective Relational Model (NARM) for trauma healing. Trained in Mindfulness-Based Meditation

The past decade has not just shifted the political ground beneath us; it has cracked it wide open, revealing deep divisions. How did we get here? Let me count the tremors.

It began with the election of a former reality TV star who launched his campaign with inflammatory rhetoric about immigrants and only escalated from there. Over the next few years, we witnessed: immigration policies that banned Muslims and tore families apart at the border, white supremacists marching in Charlottesville, and a global pandemic that brought the world to its knees. We were then subjected to a violent mob storming the Capitol, war erupted in the Middle East, and the Supreme Court overturned Roe v. Wade.

We have become a nation—and a world—divided, with partisan battles becoming uglier and more entrenched.

This political fallout has inevitably seeped into law schools, forcing campus leaders to grapple with a pressing question: How do we address the impact of this turmoil on the mental health of our students, faculty, and staff?

This article is the first in a series exploring trauma within the law school community. We begin by examining the direct effects of this upheaval on students and faculty. Future articles will delve into the concepts of vicarious trauma and moral injury, shedding light on how these experiences will shape the next generation of legal professionals.

What is Trauma?

Trauma can be defined as a deeply distressing experience that triggers fear, helplessness, dissociation, or other disruptive emotions, leading to long-term negative effects on a person’s attitudes, behavior, and overall functioning.

Another way of thinking about trauma is as the emotional aftermath of events that overwhelm our coping mechanisms. When that happens, we suffer psychological and physiological effects, which can range from insomnia and flashbacks to depression, anxiety, and in severe cases, suicidal ideation.

Can Political Turmoil Constitute Trauma?

In the U.S., we aren’t accustomed to thinking of political events as a source of trauma. For example, before 2021, most of us never even considered the possibility of a disruption in the peaceful transfer of power. As a society, we have not endured civil war or widespread political violence in recent memory.

But political turmoil can indeed be traumatizing when it disrupts our sense of safety, stability, and order. Events marked by violence, systemic oppression, or societal upheaval provoke psychological and physiological responses similar to those triggered by traditional traumatic experiences.

This trauma is often compounded by a pervasive sense of injustice, where the lack of accountability or resolution intensifies feelings of helplessness and fear. Even for those who aren’t directly targeted, indirect exposure—through media, community unrest, or divisive political debates—can lead to vicarious trauma, which we will explore in a future article.

Thus, no matter who you voted for, it is crucial to acknowledge that the psychological impact of political events can be far-reaching and deeply unsettling.

Political Turmoil, Trauma, and the Window of Tolerance

Trauma is cumulative; it builds over time, layering new stressors on top of past experiences.

None of us is entering 2025 without some measure of trauma. At the very least, we have all shared the collective trauma of the pandemic, which fundamentally altered our sense of safety and stability. The law students in our classrooms today were in their formative years when the world shut down, and many experienced firsthand the disruption to their education, family instability, and the pervasive uncertainty of that time.

We have only continued to accumulate collective traumatic experiences since then. Take Hurricane Milton: the devastation it caused is still reverberating in the communities it struck—both physically and psychologically. Even for those not directly affected, the ripple effects of these crises contribute to a shared sense of vulnerability and unease.

We must now confront the added strain of political turmoil, with a new administration set to implement sweeping measures, such as mass deportations. These actions will only deepen the shock and stress of a populace already grappling with the impact of past traumas.

This relentless cycle of upheaval narrows our “window of tolerance,” making every situation feel more charged and potentially explosive.

The “window of tolerance” is a concept developed by psychologist Dr. Dan Siegel to describe the optimal zone of arousal in which an individual can function effectively and manage emotions.

When a person is within their window of tolerance, they are able to process information, think clearly, and respond to stress in a healthy, balanced way. It is the state where we feel grounded and resilient, capable of handling life’s challenges without feeling overwhelmed or shut down.

When we experience overwhelming stress or trauma, however, we can quickly fall outside our window of tolerance, leading to nervous system overwhelm. This can manifest as behavior classified into two categories: hyperarousal or hypoarousal.

• Hyperarousal: This is the “fight or flight” mode of the nervous system. It is an overstimulated state characterized by feelings of anxiety, panic, anger, or hypervigilance. In this state, it becomes difficult to think rationally or calm down.
• Hypoarousal: This is the “shut down” or “freeze” mode of the nervous system. It is an under-stimulated state, leaving one feeling disconnected, emotionally numb, or unable to engage with their surroundings.

How Does Trauma From Political Turmoil Show Up in the Law School Classroom?

The law school classroom is a place where politics can not be left “at the front door.” Students are continually exposed to the harsh realities of political decisions and their far-reaching consequences. The study of law inherently involves examining the social impact of laws and policies, which means engaging with complex, often divisive issues.

Law professors must be mindful of how their curriculum and teaching methods may unintentionally exacerbate the stress and trauma experienced by students. This is particularly true for students from marginalized communities, who may feel more personally affected by certain political developments and systemic injustices.

So, what does this mean practically? At the very least, professors must learn to recognize when students are outside their window of tolerance. Hyperarousal may manifest as restlessness, irritability, difficulty concentrating, or emotional outbursts, making it hard for students to engage constructively. Conversely, hypoarousal can present as disengagement—students may seem withdrawn, unfocused, or unresponsive, struggling to participate or process information.

Practical Signs to Watch For:

• Heightened Emotional Responses: Emotional outbursts, tears, or visible anger during discussions indicate that a student’s nervous system is in “fight or flight” mode.
• Signs of Disconnection: A student who appears frozen or stares blankly may be in a “freeze” state, with their ability to engage or think critically offline.
• Difficulty in Legal Analysis: Trauma can impair objective reasoning, causing frustration when trying to apply legal principles.
• Polarization and Conflict: Political trauma can intensify divisions, making debates tense and emotionally charged.
• Disillusionment With the Legal System: Some students may become cynical about the law’s capacity for justice, leading to disengagement and doubts about their future in the profession.

Practical Strategies for Law Schools: Balancing Ambition With Action

Law schools have both a moral and practical duty to address the growing mental health crisis, intensified by ongoing political turmoil. This responsibility requires proactive measures that support students, faculty, and staff. Faculty members, as classroom and campus leaders, also play a crucial role in fostering well-being.

Achieving this balance isn’t easy. Recommendations often feel too ambitious or reduced to oversimplified “hacks.” Here, I offer a mix of both—strategies that combine long-term vision with immediate actions.

Thinking Big: A Holistic Mental Health Approach

Law schools must recognize the urgent need for comprehensive mental health and wellness training. Faculty, administrators, and staff should receive “CPR for mental health” training, equipping them to identify distress and respond appropriately, fostering a safer campus.

Key Initiatives Law Schools Should Consider:

• Expand Counseling Services: Increase access to mental health professionals and offer virtual options for flexibility.
• Integrate Self-Care and Resilience Training: Develop courses tailored to the pressures of legal education, providing students with practical coping tools.
• Mindfulness Workshops: Offer evidence-based practices like meditation and guided relaxation to help students manage stress.
• Facilitate Peer Support Networks: Create student-led groups to share strategies and reduce feelings of isolation.
• Collaborate With Coaches: Bring in professionals to support students not just with personalized stress and time management plans, but also with building capacity around their human development goals.
• Host De-Stress Workshops: Address the impact of political stress, offering skills for managing anxiety and difficult conversations. It is crucial to cultivate a safe space for doing this work.

In addition to supporting students, law schools must also extend mental health resources to faculty and staff. We cannot expect educators and administrators to effectively support students if they are not sufficiently resourced themselves. Faculty and staff are equally vulnerable to stress, trauma, and falling outside their window of tolerance. As the saying goes, “you can’t drink from a dry well.” Providing resources for faculty to manage their own stress and trauma is crucial for creating a healthier academic environment.

Faculty and staff also need support. We can't expect them to guide students effectively if they're struggling themselves. Providing resources to manage their stress is crucial.

Support for Faculty and Staff:

• Trauma Awareness Training: Workshops on recognizing and coping with trauma.
• Enhanced Wellness Benefits: Access to counseling, wellness programs, and stipends for health activities.
• Peer Support Networks: Safe spaces for faculty to share experiences and strategies.
• Resilience Workshops: Sessions on work-life balance and managing stress.

Practical Steps for Law Professors

Systemic change is vital, but professors can take immediate steps in their classrooms:

• Be Mindful of the Timing and Content of Your Curriculum: Recognize that trauma has an ebb and flow, and students often need time to decompress and regain their cognitive footing, especially at the start of a new semester. For the love of all that is holy, resist the temptation to dive into the most traumatic or emotionally charged cases right away. In Constitutional Law, for example, avoid starting with cases like Korematsu or Hirabayashi immediately at the start of the semester. Allow students time to transition and ease back into academic work, and build trust in the classroom.

• Gradually Build Emotional and Intellectual Engagement: Think of managing emotions in your classroom as a process that unfolds over the entire class period. Don’t plunge straight into the deep end of the ocean; instead, start in the shallow end and slowly swim out. Begin class with exercises that gently engage students and prime them for deeper thinking. For example, I like to use warm up exercises that use art, which can sometimes say more than our words. I will sometimes use the classic “vase/faces” optical illusion to illustrate the importance of perspective and seeing multiple possibilities. This approach helps students ease into challenging material while also encouraging cognitive flexibility—and I don’t have to verbally admonish them “to see both sides” of an argument.

• Implement the Power of the Pause: Incorporate intentional pauses throughout your class to help students regulate their emotions and get their nervous systems back online. Pausing for a moment can be as simple as taking a few deep breaths together or allowing a short break for reflection. These moments of stillness can be powerful in helping students reset and process information more effectively.

• Foster a Supportive and Predictable Environment: Consistency and predictability in your teaching style can go a long way in reducing anxiety. Clearly outline what students can expect each day, and if you’re covering particularly difficult material, give a heads-up in advance. Consider incorporating short grounding techniques, such as mindful breathing or guided imagery, to help students anchor themselves when the material becomes emotionally taxing.

• Encourage Two-Way Communication: Create space for students to share their concerns or struggles, and be open to feedback on how your teaching methods impact their learning. This doesn’t mean you have to change everything, but being aware of and responsive to student needs can make your classroom a more inclusive and supportive space.

Conclusion

As we navigate a world marked by unrelenting political turmoil and collective trauma, the responsibility of law schools to address the mental health crisis becomes more urgent than ever. Law students are not immune to the emotional and psychological impact of our turbulent times, and neither are the faculty and staff who guide them. By implementing both systemic and classroom-level changes, law schools can foster environments where students and educators alike feel supported, resilient, and better equipped to handle the complexities of legal education.