Abstract
As scholars and educators look to integrate trauma-informed practice within social emotional learning, therein lies an inherent danger to this work: a singular focus on one measure of trauma. In this article, we present an overview of the intersection of trauma and SEL. Then we provide background on the ongoing debate over applications of the popularized and standardized adverse childhood experiences (ACEs) framework, while demonstrating that the conceptualization and measurement of ACEs may be incompatible with transformative SEL (tSEL; Jagers et al., 2019). Finally, we present a path forward by offering more nuanced and humanizing ways of conceptualizing trauma in SEL contexts, and suggestions for educators to continue on their learning journey. By grounding our suggestions and next steps in the work of practice for educators, we aim to advance transformative SEL through equitable trauma-informed practices.