Educators and administrators in higher education are currently grappling with the effects of individual and collective trauma as it relates to college students' academic performance. A plethora of research points to the inimical effects that trauma can have on students' learning and persistence. This article outlines common trauma terms and effects on learning that would be useful for educators to know, along with a brief literature review, trauma-informed conceptual framework, classroom applications, misconceptions and barriers to implementing trauma-informed practices, and future directions for research. To guide instructors on implementing a trauma-informed learning experience, a practical checklist of pedagogical suggestions is provided. [Note: The page range (11-17) shown via the URL is incorrect. The correct page range is 80-86.]