Teachers are essential partners in addressing the needs of English learners (ELs), yet most professional development fails to mention the specific needs of such students who have experienced trauma and exhibit signs of toxic and post-traumatic stress. Such students are not readily identified and even so, are often hesitant to seek the professional help they deserve. This article presents research-based strategies teachers can use in the absence of professional health care to promote classroom communities where students feel safe, valued, and respected for their strengths. It concludes by briefly outlining ways schools and districts can support teachers and their students.