Mental health and trauma have a significant impact on student achievement and behavior (Centers for Disease Control and Prevention, 2020). Students have struggled to maintain stability, routines, behavior, and achievement. Organizations such as Substance Abuse and Mental Health Services Administration have created resources to help educators meet the social-emotional needs of students (SAMHSA, 2014). Educators have struggled to provide adequate support and instruction for students who have experienced trauma due to insufficient training and coursework available. The pandemic has prompted organizations to provide educators with resources to assist struggling students, but it may not be enough. Using a sample of teachers from three Pennsylvania school districts, this quantitative research study examined perceptions of trauma informed classroom practices and training. The study also investigated teachers' needs regarding training and professional development. Descriptive statistics were collected through the use of a cross-sectional questionnaire. Teachers indicated they feel ill-prepared to address mental health and social-emotional challenges, believe they have not been properly trained on trauma (69.3%), and may not know how to educate traumatized students (35.1%). The majority of participants indicated that Positive Behavior Interventions and Supports (76%) and social-emotional curriculum (60.6%) are being used; however, they are more common in grades K-6. More than half (57.1%) indicated higher education institutions should create pre-service teacher coursework to address social-emotional behaviors, mental health, and trauma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]