Despite statistical evidence that a majority of faculty, students, and WPAs are impacted by trauma, the field has yet to establish a trauma-informed approach to writing program administration. As a result, WPAs are left to operate without evidence-based, field-specific, best practices as we remain mindful of our own trauma reflexes and careful with the trauma responses of our constituents. In an effort to help move the field forward, this article incorporates concepts of compassion fatigue and vicarious trauma while unpacking data of the types of trauma impacting students, faculty, and WPAs. Moreover, this article proposes steps to take in order to (1) add our voices to the interdisciplinary field of trauma studies and (2) establish intersectional trauma-informed WPA leadership practices specific to higher educational settings.