Research has shown that childhood trauma impacts a student's ability to learn academically, socially, and emotionally. The purpose of this qualitative study was to bring awareness to the effects of childhood trauma in education and provide suggestions for adequate trauma-informed professional development by investigating current trauma-informed practices. The theoretical framework which guided the study are the hierarchy of needs, ecological systems theory, and social learning theory. The research questions were designed to explore the perceptions of teachers, counselors, and administrators regarding trauma-informed educational support and the best practices of trauma-informed teaching. Perceptual was data collected through surveys and interviews. Discussion of the findings would benefit school leaders who desire to improve trauma-informed educational support in their buildings. [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.]