Psychological trauma is swiftly becoming one of the most significant public health concerns and obstacles to effective education in the current teaching climate. This paper responds to my experiences as both a secondary English teacher and registered psychologist, examining the potential utility of trauma literature in the English classroom for destigmatising trauma as a subject, as well as offering representation and hope for students who have experienced trauma. Reasonable concerns about addressing the subject of trauma, even through fiction, are also discussed. The concept of trauma is first framed, before the genre of 'trauma fiction' is briefly outlined. Following this, two case studies are presented, examining the use of trauma fiction in the classroom. Final thoughts are presented regarding the potential benefits of utilising trauma fiction in the English classroom, as well as possible pitfalls. This reflective response aims to instill greater confidence in teachers of English in responding to trauma; in their classrooms and in the texts that they teach.