For children facing adversity, described in this study as developmental trauma, there is evidence for an increase in high-risk behaviors, diseases, and disabilities. Positive relationships between adults and children have shown to be beneficial for children's development and can be crucial to their ability to succeed. Drawing on attachment, systemic, and sociocultural theories, the purpose of this study is to identify if teacher empathy aids in recognizing developmental trauma in the classroom. A t-test and a series of correlations and ANOVAs were conducted with results reporting correlations between personal adversity and empathy. Vignette responses claimed similar results in that participants with higher empathy and personal adversity chose the most appropriate and most trauma-informed multiple choice response. Differences in empathy levels were found for variables of age and salary, such that females were more empathetic than males, and those with higher salaries were more empathetic than those with lower salaries. Findings from this study will clarify the importance of protective factors throughout childhood for children who experience adversity. [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.]