In this article, University of Maryland writing program administrators Alexis Walston and Jessica Enoch explore the "Composition Studies" archive and its trove of articles from 1972 to the present with a focus on the emotive dimension of teaching and administration. As Walston and Enoch have worked to support a large community of students and teachers over the past two years, their administrative focus has been guided by principles of antiracist pedagogy, empathy, resilience, and community building, and they have prioritized instructional support based in social and linguistic justice, critical thinking and reading, reflection, and communicating across difference. Learning more about trauma-informed pedagogy has become a key concern for them. Herein, they spotlight a few articles from the archive that make space for them to engage with emotion, and they track lines of conversation within the journal that fortify their conviction that attention to emotion must be a critical part of writing, teaching, and administration, especially now. The goal of the article is to consider how "Composition Studies" has laid the groundwork for centering emotion in their pedagogy in a way that supports their administrative and pedagogical exigencies over the past two years.