Emotionally Responsive Practice (ERP) is a trauma-informed approach to supporting social and emotional well-being in schools (Koplow, 2002, 2007, 2009, 2014). Developed at Bank Street College of Education, ERP teaches adults to understand children by looking through the lens of child development as well as through the lens of life experience. While ERP includes many child-focused therapeutic techniques, its focus on adults is an equally powerful feature of the approach. Essentially, ERP engages teachers in a parallel process, giving them felt experience with the emotionally responsive techniques that can be useful in the classroom throughout the day. When teachers feel validated, seen, and heard, they are much more likely to be able to hear and see the children they work with. In this way, ERP strengthens teachers' foundation for integrating an empathic approach into their work with children with traumatic history. This article will focus on the aspects of ERP related to work with teachers and administrators with their own traumatic histories. While most trauma-informed programs in schools primarily focus on teaching adults to recognize and understand trauma in children, ERP presupposes that the way that adults in schools respond to reactive behaviors associated with trauma such as fight or flight is in part influenced by the adults' own histories. ERP work acknowledges that both children and adults bring their life stories into the classroom. (author abstract)