Trauma-informed teaching begins with the understanding of how trauma can impact learning and behavior. The need for trauma-informed teaching practices has increased, particularly with the uncertainties of the ongoing COVID pandemic. Even with the mandate of social-emotional curriculums in schools, trauma-informed teaching practices are not typically prioritized. These practices are more than complying with a mandate; teachers and school personnel need to understand the impact of trauma on students and know how to effectively implement trauma-informed teaching practices. During the fall of the 2021-2022 school year, I implemented the Rethink Ed Curriculum with my fourth grade students. I selected five students whose responses to the implementation of trauma-informed teaching practices were studied closely. All five students were interviewed twice throughout the study. Data also included observations of students with the use of field notes and student artifacts. Using practitioner research, I was able to assess and reflect on my teaching practices while examining how my students responded to these practices. With that purpose in mind, the following research questions guided my study: (1) What are they key elements of implementing trauma-informed teaching practices in my fourth-grade classroom? (2) How does a small group of students respond to the implementation of these trauma-informed practices that use Rethink Ed? The results of this study demonstrate that teacher actions related to the Rethink Ed Curriculum, such as modeling the use of feeling words, giving students affirming feedback, and reinforcing the Rethink Ed Curriculum social-emotional strategies, were key elements to implementing a system of trauma-informed teaching. Furthermore, data analysis revealed that creating a space of safety in the classroom through relationship building and providing a nurturing environment were significant in effectively implementing trauma-informed teaching practices in the classroom. Moreover, this study revealed how five students responded to the implementation of trauma-informed practices using the Rethink Ed Curriculum. Students' responses demonstrated increased use of social-emotional skills such as managing emotions through self-awareness and self-management, empathy, and maintaining positive relationships. Data analysis also revealed students were routinely using specific strategies from the Rethink Ed Curriculum such as breathing exercises, positive social skills, and goal setting. The overall results of this study demonstrate that teachers, schools, and districts must be intentional about prioritizing and implementing trauma-informed teaching practices. The skills that students need to learn are the very skills that social-emotional curriculums like Rethink Ed provide. School climates have to promote healthy, safe, and nurturing environments so all students have the opportunity to be successful. [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.]