The purpose of this qualitative phenomenological study was to explore teacher perceptions about the sustainability of trauma-informed practices implementation in a secondary, public comprehensive school. For the purpose of this study, the researcher examined perceptions of 10 staff members who have knowledge of and experience with implanting trauma-informed practices into their school routine. The findings from this study can be used by teachers, support staff, school leaders, and district leaders to help sustain an institutional application and implementation of trauma-informed care in schools. The implication from this study suggests resources for school staff to successfully sustain trauma-informed care
