School communities in both urban and rural settings need trauma-informed (TI) supports; however, the adversities experienced and access to student supports may be unique to rural school communities. In addition, the contextual challenges experienced by rural schools and communities, as well as the strengths that can be drawn from them, will require adaptations of the TI approaches. Therefore, this brief seeks to highlight the need for, and the importance of, implementing TI approaches in rural school communities, and shares recommendations for planning and implementation by schools and districts. The brief is intended for educators, leaders, and practitioners at the school, district, and state level who are in the initial stages of considering TI approaches and/or planning the implementation process. Section I provides an overview of the research on adverse childhood experiences (ACEs) and the effects of trauma on learning and development. Section II provides an overview of TI approaches and critical components. Section III highlights ACEs and trauma-related issues experienced in rural school communities, offers strategies to implement the key elements of TI approaches, and addresses some of the potential challenges. Section IV discusses the implementation of TI approaches in rural contexts.