Climate change instruction (CCI) is not a consistent component of the science curriculum in American primary education. When it is taught, students may experience stress during instruction as a result of learning about the historical and future harm to humanity and the earth as a result of climate change. Students may also have direct experience with natural disasters or be fearful of the future of the planet if climate change is not effectively managed. Psychological distress is detrimental to the learning environment, therefore a trauma-informed approach to CCI could be a useful framework for science teachers to help students learn the content without overwhelming students with fear and anxiety. The authors of this paper present a rationale for this framework and provide concrete strategies for science instructors to support students in learning about climate change.