Abstract
In the post COVID-19 context, diverse law students participating in Australian law programs are distressed and student wellbeing services are stretched. Law student trauma may result from many events experienced personally or within the community, for example, natural disasters, sexual violence and coercive control. Such traumas adversely impact law student engagement in law programs, including sensitive course content. And so, the need for law academics to be aware of trauma-informed strategies and have the capacity to apply them to in-person and online learning environments has never been more urgent. This paper explores the extent to which trauma-informed strategies are currently embedded in Australian law programs and how law academics could use a trauma-informed practice matrix to support the equitable participation of diverse students in legal education.