Purpose: This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners. Design/methodology/approach: Integrative, systematic literature review. Findings: The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy. Originality/value: There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.