Between half and two-thirds of all school-aged children experience trauma, and 26% of children will witness or experience trauma before the age of four. Early indicators of trauma's impact on children is observable in the likelihood that they are 2 1/2 times more likely to fail a grade than their unaffected peers; they score lower on standardized tests, experience higher rates of suspension and expulsion, and are more likely to be placed in special education. Additionally, trauma can adversely affect learning, memory, communication, self-regulation, and the formation of healthy peer and adult relationships. Helping traumatized children to heal and ultimately recover is as much as an educational priority as a societal priority. This study sought to discover best practices for educators when supporting children with a history of trauma in an elementary classroom and explored the impact of two distinct, but entwined strategies. The first was the implementation of a sensory room to support student's emotional regulation, thereby impacting engagement. While the second, was providing targeted professional development to increase teacher's ability to recognize, responds, and support children adversely affected by trauma. Data from archival documents, staff surveys, observations, and interviews were analyzed to provide answers to the following research questions: (1) How can elementary schools promote healing and resilience for children who have experienced trauma? (2) What role does professional development (PD) play in preparing teachers to recognize, respond to, and support children who have experienced trauma? and (3) How, if at all, does the use of a school sensory room mediate trauma-exposed children's ability to regulate emotion and remain engaged in the classroom? [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.]