Empirical investigations have found trauma to be disproportionately concentrated in and experienced by minoritized communities (Gherardi et al., 2020; Muldoon et al., 2021). Although trauma also occurs as a result of natural disasters or accidental events, the effects of these traumas tend to be less severe than those resulting from events of human design (Muldoon et al., 2021). The genocide of Indigenous people and the colonization of their lands, the legacy of chattel slavery and ongoing state-sanctioned violence against Black people, the gendered interpersonal violence against women and LGBTQ people, the forced sterilization of disabled people, and chronic poverty are all reflections of a White supremacist, ableist, gendered, and materially exploitative system that has traumatized many. Thus, a commitment to trauma-informed practice necessitates reckoning with the social conditions which produce and perpetuate trauma. In Part 1 of the National Association of School Psychologists (NASP) Social Justice Committee's (SJC) series on trauma as a social justice issue, Parris (2021) had noted the complexities of disparate exposure to trauma and access to related care, emphasizing the imperative for equity-centered trauma-informed practices. In this article, the authors further explore trauma as a social justice issue, starting with a synthesis of key trauma concepts and research on the developmental impacts of trauma, followed by a discussion on what it means to center equity in trauma-informed practice. [For Part 1 of the series, "Social Justice Committee 2021-2022 Focus: Trauma as an Issue of Social Justice," see EJ1311282.]