Many English language tutors have little training in working with traumatised students, especially regarding second language acquisition. A literature review was undertaken on work carried out to identify issues surrounding memory and retention in relation to second language acquisition in traumatised adult refugees, as well as the link between the symptoms of post-traumatic stress disorder and memory and retention. The article looks at how a refugee is defined, how trauma can develop at various stages in the journey, the stress on reaching the host country and issues relating to interrupted childhood experiences in later life. How these stresses and anxieties manifest within a classroom is considered and how teachers and tutors can recognise symptoms for what they are, so as to avoid misinterpreting behaviours. Suggestions are made as to how to optimise learning for traumatised adults within adult learning settings both by creating a safe physical environment and through pedagogical choices.