Abstract
The purpose of this study was to gain a better understanding of what a specific elementary school in an inner-city school district of Minnesota is doing to breakdown the barriers trauma presents in children's academic achievements. Qualitative interviews were conducted with four school professionals who were asked to discuss how trauma affects students and what their school is doing to help students. Consistent with previous literature, participants identified developmental barriers as the largest impact on students as well as environmental factors. Additionally, the participants unanimously discussed feelings of inadequacy and the need for more trauma training as school professionals. This led to the recommendation that the school board and board of social work provide a minimum trauma education requirement before entering the education and social work fields.