Tertiary educators will inevitably encounter students with histories of trauma, which can be amplified for students with marginalised and intersecting identities. Given the pedagogical necessity of engaging students with potentially confronting materials, it is crucial that a safe and equitable learning environment is created. This chapter explores the findings of research conducted with academics within a regional University in Victoria, exploring staff perceptions of teaching sensitive and potentially triggering content. The anonymous survey captured qualitative and quantitative responses from staff (n = 15), across various Arts disciplines. Broadly, the research canvassed issues such as the factors which informed the choice of resources; mitigation strategies to minimise the impact of content; and how students could be supported to seek assistance. Trauma-informed strategies—such as content warnings, team teaching, checking in with students, providing opportunities to de-brief after engaging with confronting materials, and referring students to relevant support services—can play a critical role in ensuring the emotional wellbeing of students and facilitating a safe and constructive learning environment. At a macro level, government funding and policy initiatives should recognise the intersectional needs of trauma-impacted students and the nuanced work of academics in developing and implementing trauma-informed pedagogical strategies.