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Student affairs professionals are often called upon to act as first-responders to students experiencing trauma, leaving them exposed to secondary traumatic stress. In this study, I used phenomenological methods supported by an arts-based research exercise to explore the experiences and meaning making processes of student affairs professionals who have supported students through traumatic life events. The findings explore major themes, including the role of organizational influence on maladaptive views of student support, the impact of support work on personal wellness, self-efficacy in trauma support, and dimensions of social support. Implications for practice and further research are discussed.