To have future thriving societies we need thriving young people today; tamariki (children) and rangatahi (young adults) who can positively shape and interact with the world around them. However, our current school system is not working for young people themselves which impacts on society. Unfortunately, not all young people get the same chances to succeed, and most are not being well prepared for the future (Berryman & Eley, 2019). The importance of student wellbeing to positive youth development is widely accepted, despite little consensus of what it means for youth to be well in school. We all recognise that wellbeing and academic achievement are compatible educational goals however, a few education systems have clearly established how wellbeing can be meaningfully and purposefully implemented in educational spaces and contexts. Educators working with children and young people are perfectly placed to make a difference to students who have experienced trauma. Neuroscience shows that one of the most important ways to help children and young people to heal and get well from the impact of trauma is through developing connected relationships and a psychologically safe schooling environment. Given that the relationship between mental health and academic achievement is bidirectional and highly correlated, a trauma-informed school nurtures this relationship while maintaining its primary focus on educational outcomes. Teacher training, therefore, should consider including holistic wellbeing models that are inclusive of culture, social and emotional learning, and Trauma-informed approaches which can potentially be implemented through school structures, systems, and environments.