Trauma informed research related to school initiatives focuses on the framework and implementation of initiatives instead of intensive evaluations and measures of effectiveness (Christian-Brandt et al., 2020). To address the gap in research, this study focused on the central question, "what is the experience of participants that have undergone professional development through the Neurologic Initiative?". Using a transcendental qualitative phenomenological approach, this study analyzed the lived experience of 12 secondary teachers in Pennsylvania public schools that completed trauma informed professional development through Lakeside's Neurologic Initiative. By surveying, collecting artifacts, and interviewing teachers that have completed the professional development, this study found that trauma informed professional development had a significant influence on teacher beliefs and behavior. The professional development provided knowledge and skills that challenged the beliefs of educators and led participants to develop more empathy with respect to student behavior and how stress can impact people. The awareness and empathy for trauma, stress, and the impact on people created the conditions where participant behavior was influenced as they applied the knowledge and skills personally and professionally. As educational leaders analyze ways to support the social emotional needs of learners, they should analyze how they filter those concepts through the educators that serve the students. Social emotional initiatives should not focus on how the teacher can help those around them first. Social emotional initiatives should focus first on the educator and how they can apply and benefit from the same self-care, self-regulation, and mental health attributes that learners need. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]