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It explores how school\u2010based trauma influences teachers' well\u2010being and professional identity.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Utilizing a qualitative, narrative inquiry approach, four K\u201012 teachers in New York City Title I charter schools participated in three semi\u2010structured interviews and one school\u2010based observation. Data were analyzed thematically and represented through a narrative documentary script.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Findings are organized around four narrative threads: (1) trauma's impact on teacher well\u2010being, (2) the emotional burden of unresolved student trauma, (3) post\u2013COVID\u201019 disruption to school climate, and (4) purpose and teacher leadership as sources of resilience. Participants described trauma exposure as cumulative over time and influential in shaping their professional identities and leadership trajectories.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for School Health Policy, Practice, and Equity<\/jats:title>\n                    <jats:p>Trauma\u2010informed professional learning, accessible mental health resources for staff, and opportunities for teacher leadership are essential in building and maintaining safe, equitable, and resilient schools.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Centering teacher narratives reveals how direct and secondary trauma affect educators' health and capacity to sustain supportive learning environments for the students they serve.<\/jats:p>\n                  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