Traumatic stress has long been a source of interest for researchers and practitioners, and recently there has been an increase in federal and state legislative support for trauma-informed care (Maul, 2017). Globally, the need for trauma services has been pushed to the foreground as the myriad of negative outcomes associated with the COVID-19 pandemic are addressed. Students are entering schools following a year of uncertain and inconsistent educational access, compounded by traumatic experiences that may include the long-term illness or death of loved ones, their own illness, and the increased strain placed on families amid the pandemic. Adding to these traumatic stressors, minoritized youth have experienced increased violence, discrimination, and widened disparities in healthcare and educational opportunities due to racism, xenophobia, and systemic injustices. As these disparities continue to grow, so does the need for school psychologists to be prepared to respond to students' traumatic stress, to increase parity in opportunities for academic and psychosocial wellness, and to help promote posttraumatic growth among students, families, and communities. As the field continues to respond to the COVID-19 pandemic and work toward disrupting oppressive systems that lead to social injustice for marginalized populations, trauma-informed practices will be crucial. As such, the National Association of School Psychologists (NASP) Social Justice Committee's 2021-2022 theme will focus on trauma, including traumatic stress, intergenerational trauma, and trauma-informed care within educational settings.