Tasked with providing trauma-informed care to meet students' academic, social, and emotional needs, school psychologists are entering the field with deficits of their own. This study is a quasi-experimental quantitative non-randomized design. School psychology trainees in the second year of training completed pre and post measures of the CASEL Tool: Personal Assessment and Reflection--SEL Competencies for School Leaders, Staff, and Adults, the Perceived Stress Scale, and the Self-Compassion Scale during their spring semester. The global pandemic of COVID-19 required a shift in student learning from on-ground to remote, compromising the initial study design. Analysis of the data collected highlights elevated stress levels of school psychology trainees consistent with previous studies. Findings from this study suggest school psychology trainees benefit from the practice of self-reflection with increased levels of self-awareness, self-management, and self-kindness mitigating the effects of escalating distress. Study limitations and implications for school psychology trainees, school psychology training programs, and the field of school psychology is reported. Future areas of research are also addressed. [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.]