Higher education institutions can often serve as sites of growth and possibility. At the same time, trauma in varying forms permeates higher education across institutional types. The authors define trauma as the short- and long-term direct and indirect response to deeply distressing events. Students, faculty, and staff all experience various degrees of regular trauma both on and off campus, and these trauma experiences can compound in dangerous ways that impede the ability to achieve the intended outcomes of higher education. In this article, the authors explore the trauma context within which they live and work, the warning signs of their trauma exposure response, and the ways a trauma stewardship framework can help student affairs educators be more effective in their work with students, with each other, and with themselves.