The purpose of this feasibility project is to implement and evaluate the effect of a trauma-informed modification on an evidence-based classroom intervention model to promote effective trauma-informed classroom management and coping skills with potential reduction of educator stress and burnout. Trauma is the most-common psychological health condition with adverse childhood experiences strongly correlated to increased risk for negative outcomes (i.e. mental and physical health problems, substance abuse and criminal justice involvement). Despite a wealth of knowledge regarding trauma impact on youth, a lack of research exists on the impact of trauma on educators. Educator stress, secondary trauma, and compassion fatigue are significantly high, due in part to trauma exposure leading to difficult student behaviors along with personal trauma responses, leading to educator burnout. This feasibility study utilized a mixed-methods, pre-posttest design to assess a pilot of a trauma-informed adaptation of the Classroom Check-up. The Trauma-Informed Classroom Check-up (TI-CCU) uses an assessment-based feedback session targeting teacher behavior through intervention to improve trauma-informed knowledge, coping, self-efficacy, to promote basic work satisfaction and a reduction of educator stress and burnout. [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.]