A significant dilemma for the health and human service professions continues to be the question of how best to bridge the divide between academic research and practice. Communities of practice have traditionally been a vehicle for collaborative research and for information exchange (Moore, 2008).

Despite the recognized importance of social work field education, concerns about its dependence on already strained service delivery systems for student learning persist. The growing complexity of student needs, and the deleterious effects of COVID-19 on service systems adds to the problematic landscape. A trauma-informed approach, because it applies to individuals and environments, presents a useful framework for exploring these concerns. A trauma-informed framework to field education, once defined, could edify the profession's response to these challenges. A qualitative survey (n=103) was developed to aid in understanding trauma-informed practices that support student learning. Key findings are that a trauma-informed approach to field education entails creating safe environments where expectations and boundaries are clear, supporting students by processing and validating emotional responses, and utilizing relational, collaborative approaches to supervision. Strategies for each area are delineated. Barriers to promoting trauma-informed field education include lack of time, and lack of organizational support. Authors recommend the adoption of trauma-informed field as a universal precaution approach, ensuring that students experience the principles and atmosphere of a trauma-informed field setting, enabling them to translate these into practice. Social work programs are called upon to better support placement agencies and assume more responsibility for training.