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Students with emotional and/or behavioral disabilities (ED) are disproportionately Black, male, and from low-income families and poorly served by the U.S. education system (OSEP, 2020). To achieve equitable educational experiences, schools must develop and train interdisciplinary teams to support students with ED. In this paper, we use a sequential mixed-methods design to examine how PD focused on trauma, disability, equity, and collaborative structures shapes the perspectives of school staff (n = 51) in a large urban district working with students with ED. Preliminary results suggest that staff had somewhat high levels of individual and collective efficacy and positive attitudes toward trauma-informed care, with slight variations across roles; staff identified areas of strength and improvement to increase collaboration and implementation.