As schools continue to transition from pandemic-induced disruption to a new normal, educators must realize that the most vulnerable students are the ones who've been harmed the most. The problem is, because trauma and mental health distress aren't immediately visible, educators won't know "which" students are in a quiet state of psychological desperation. Therefore, it is best to respond to all acting-out behaviors with expressions of support that leave the door open to identifying any underlying issues. If the underlying cause of students' disruptive behaviors is mental health distress, punitive and exclusionary discipline will worsen both their mental health and their acting-out behaviors. Students need to feel safe. They're most likely to feel safe when they know they won't be shamed in front of peers if they make poor behavioral choices. Relational discipline is grounded in research showing that leveraging positive educator-student relationships is more effective than punishment in motivating students to adhere to classroom expectations (Marzano, Marzano, & Pickering, 2003). By using relational discipline and making instruction more engaging, educators can ensure that all students--especially those still feeling the effects of trauma--have a successful return to school and learning.