Trauma-informed teaching and learning has gained a great deal of prominence in higher education over the past three years. Typical approaches to trauma-informed work often start with a generalized set of ideas and principles that are then applied to very individualized and contexts. In this article, written as a dialogue between two educational developers and trauma-informed pedagogy experts, we reverse this process, beginning with meditations on our individual experiences of trauma and allowing that conversation to inductively lead us to new ideas about trauma-informed care and healing, especially in the context of higher education.