There has been an increase in trauma sensitive children who experience socio-emotional and behavioral delays in the general education classroom. The purpose of this action research study was to investigate and develop classroom interventions for trauma sensitive children in early childhood and primary classrooms. Participants and data collection in Cycle 1 aimed to gather information about classroom teachers' perceptions about trauma sensitive children and support that they needed in order to create a trauma informed learning environment. It was discovered that teachers had a limited understanding of trauma sensitive children and trauma informed practices. In addition, teachers had experienced stress, fatigue and burn-out. Action steps included the creation of an online, asynchronous professional development module. The action step was implemented and evaluated in Cycle 2 to improve teachers' understanding of trauma sensitive children, trauma informed pedagogy, and teacher wellness. Findings indicated that professional development improved teachers' perceptions of support, understanding of trauma sensitive children, trauma informed learning environments, and abilities to practice self-care. Implications for the research sites was school-wide professional development that focused on in-depth understanding of trauma sensitive children and trauma informed pedagogy could positively impact teacher morale, improve student behavior, and potentially transform the school climate into a trauma informed school. [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.]