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This paper presents an example of reflective educational practice as the authors address the impact of trauma on the educational process. Multiple aspects of the educational process will be discussed: education at the national and local level as well as teacher preparation and K-12 classroom practice. The authors ground the theoretical piece in educational theory while also drawing on personal practical knowledge of experience from classroom practice. This reflective-reflexive, theory-practice inquiry method illuminated the ways that students and teachers must deal with trauma in the educational setting on a daily basis.