This doctoral dissertation explores how site principals can best support their teachers in implementing trauma-informed practices at the universal level of support. Trauma affects an astounding number of school-aged children, indicating the need for increased support within the classroom environment utilized throughout the school day and throughout the school year. Due to the minimal guidance teachers receive regarding their role in providing these supports to serve all of their students, principals should utilize a trauma-informed curriculum to ensure these practices are utilized throughout the school year. Principals provide support daily to their staff and are more accessible than mental health providers, giving them a unique opportunity to support teachers in providing trauma-informed practices at a universal level. [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.]