Equity-centered trauma-informed practice can benefit not just individuals who have experienced trauma but all members of a campus community. Recent events such as the COVID-19 pandemic have provided space for many students, staff, and faculty to articulate their exhaustion, burnout, discrimination, and/or lack of being valued. These are clear signals that the status quo does not serve many members of campus communities, demonstrating the need for other ways of being. Trauma-informed lenses such as emphasizing relationships and centering humanity, reconceptualizing safety and control, and slowing down offer possibilities to reframe work in higher education to be equity-minded and wellness-centric.