The curvilinear relationship between academic help-seeking and the need for assistance is well-reported (Fong et al., 2021; Karabenick & Knapp, 1991). Within the help-seeking literature, the complexity of help-seeking for ethnically diverse students has been explained by a few studies that cite cultural differences in self-regulation in general (Fong et al., 2017). However, using a trauma-informed lens to inform the field's understanding of how to encourage academic help-seeking among ethnically diverse students has been largely unexplored in higher education. By understanding the common factors that influence help-seeking and employing a trauma-informed approach to designing academic support services, institutions can be better positioned to encourage adaptive help-seeking behaviors that promote student success.