Concerns over the spread of COVID-19 closed many university campuses during the spring of 2020 and resulted in a shift to remote instruction. This communication argues that the rapid nature of the transition and the circumstances surrounding the pandemic made the experience distinct from traditional online learning. The corresponding community shutdowns impacted students and may have had mental health consequences. This is a concern because depression, stress, and anxiety affect the ability of students to learn. The challenges faced by general chemistry students at a small, private university during this period are described. The implementation of trauma-informed teaching principles to create a supportive learning community and promote resilience are outlined.