The goal of this brief is to provide a summary of research from various scientific and educational fields on trauma informed care (TIC) for educators and administrators supporting the mental and physical health of youth experiencing homelessness (YEH), with specific recommendations related to the COVID-19 pandemic. Background: The COVID-19 pandemic gave rise to calls for TIC in schools to support students for whom the pandemic caused trauma or exacerbated prior trauma. Among those with preexisting trauma are YEH, an often-overlooked group of students who could potentially benefit from TIC. Over one million youth (under the age of 18) experience some form of homelessness during the school year in the United States. Within the state of Illinois, about 36,533 students are estimated to have experienced homelessness during the 2021-2022 school year. When these data are disaggregated by county, the highest numbers of YEH are in Cook County (Chicago metro area), but the highest rates of YEH are in several southern counties. YEH cite several reasons for experiencing homelessness, including family breakdown, economic problems, and residential instability, although systemic inequities in housing and employment can be pointed to as root causes. YEH also have many intersecting identities with other historically marginalized groups such as LGBTQ+, those experiencing low income, survivors of abuse, and those with experiences in the foster care system and juvenile justice system. Because of these intersecting identities and common reasons for becoming homeless, YEH are more likely to have experienced some form of trauma that can affect their physical and mental health. Moreover, the COVID-19 pandemic has greatly exacerbated physical and mental health issues, which in turn can exacerbate existing trauma. This further highlights the possibility for schools to adapt TIC to help those students who need it most. YEH are at a higher risk of experiencing adverse physical health issues (e.g., higher risk for infections and diabetes) and mental health issues (e.g., psychiatric mood disorders, substance abuse and dependence, anxiety and depression, suicidal ideations and behaviors, and suicide attempts) compared to their peers who have stable housing. YEH also face high barriers to accessing necessary health resources, be they in school or other facilities. Because of the closures that occurred (or are still occurring) due to the pandemic, these barriers multiplied; YEH were left for prolonged periods of time without many needed resources (e.g., safe places, secured housing and food, counseling, vaccines, etc.). Key Takeaways: We provide recommendations for both educators and administrators on TIC that are tailored towards YEH against the backdrop of the COVID-19 pandemic. For educators, there are seven recommendations and examples of what these may look like in the classroom (see the table below). For administrators and individuals who are concerned with TIC for a larger system, there are four recommendations: (1) connect students to professionals and resources that can help; (2) work with YEH and other critical stakeholders to develop effective, empowering, and comprehensive services; (3) support YEH with other aspects of their identities; and (4) collaborate with community partners to address systemic causes of homelessness.