There has been a sharp increase in mental health support for children in response to the COVID-19 pandemic, with a growing demand for school-based mental health services due to gaps in the US youth mental health infrastructure. This dissertation presents an action research study conducted in a Title I middle school in Arizona, exploring a school psychologist-led training program for special education teachers working with students with intellectual and developmental disabilities (IDD) who have experienced trauma. Using a mixed-methods approach, this research combined qualitative and quantitative analyses to investigate how and to what extent participating in the Road to Recovery Toolkit facilitated special education teachers' knowledge and inclusion of trauma-informed care. Qualitative data were gathered through in-depth post-training participant interviews and weekly participant reflections and quantitative analysis looked at pre- and post-training questionnaires. Findings uncovered improvements in participants’ awareness and knowledge, highlighting the program's success in enhancing educators' understanding of mental health. Findings also underscored the need to address educator comfort levels and perceived barriers in providing mental health support effectively. This research contributes to the existing literature by providing a comprehensive exploration of trauma-informed care training and implementation for special education teachers working with students with IDD. It underscores the transformative potential of tailored training programs in equipping educators with the skills necessary to support students with IDD who have experienced trauma. The findings offer insights for educators, administrators, and policymakers seeking to cultivate learning environments prioritizing inclusive student mental health.