It is critical that states and districts support teachers by addressing their mental health and social and emotional needs, as well as by increasing their capacity to manage and teach students in the aftermath of COVID and its accompanying stressors. In order to create a supportive, trauma-informed classroom, it is imperative that instructors not only identify and deal with their own stress but also regularly engage in self-care. The focus of this brief is on the professional development (PD) for teachers as part of implementing trauma-informed (TI) approaches in schools (Brief #2 -- "Becoming Trauma Informed: Taking the First Step to Becoming a Trauma-Informed School" [ED615773]). The brief highlights two critical components of these PD trainings--self-care, and adult social and emotional learning competencies, commonly referred to as "adult SEL." The goal of the brief is to provide education practitioners at the school, district, and state level with the critical components needed to develop a tailored approach to conducting PD.