Meeting the needs of students dealing with trauma-related behavioral challenges poses a significant challenge. Research has shown that childhood trauma affects a student's capacity to learn in academic, social, and emotional contexts and that educators are faced with significant challenges when trying to provide an educational path for each of these students. The purpose of this study was to examine the systematic procedures implemented by schools to support students' success in addressing trauma-induced behavioral issues. Additionally, the perceived effectiveness of interventions by teachers, counselors, and administrators in meeting the needs of students with trauma-induced behavioral issues was analyzed. The theoretical framework used to design the study was built by Maslow's (1943) Hierarchy of Needs, Bronfenbrenner's (1977, 1979, 1994) Ecological Systems Theory, and Bowlby's (1960) Attachment Theory. The research questions were designed to explore the perceptions of teachers, counselors, and administrators regarding the systematic procedures implemented by schools to support students' success in addressing trauma-induced behavioral issues. The study was designed to collect perceptual data through surveys and interviews. Discussion of the findings would benefit local school district administrators and professional development teams who desire to improve trauma-informed educational support and intervention in their buildings. [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.]