The COVID pandemic and 2020 social justice protests spotlight the effects of past and present trauma that undergraduate students at the University of Washington (UW) have internalized. Previous research conducted on students at a large undergraduate nursing school highlighted the prevalence of adverse experiences in nursing students, finding that close to two-thirds of students reported experiencing significant trauma. We also know the impact that trauma has on students’ academic performance. A study of 658 college students in China found that Adverse Childhood Experiences (ACEs) affected students’ cognitive flexibility and recent stress events have adverse effects on executive functions, leading to impaired academic performance and knowledge retention. The purpose of this study is to understand trauma exposures from childhood to the present, including discrimination. We compared UW nursing undergraduates to UW undergraduate students who self-identify as not pursuing majors associated with “helping professions.” This online, anonymous, self-administered survey collected data from UW, Seattle undergraduates. Standardized questionnaires were used to measure exposure to ACEs, recent traumatic events, and discrimination. The data will be cataloged, evaluated, and stratified to highlight areas for change and eventually inform interventions that create a trauma-informed learning environment. For the purposes of this study, “helping professions” are defined by the American Psychological Association as “occupations in psychology, psychiatry, counseling, medicine, nursing, social work, physical and occupational therapy, teaching, and education.” This distinction was made as members of helping professions, such as nurses, are often exposed to traumatic events while aiding others. This drive to help others may be intrinsically motivated and associated with having similar experiences, such as trauma, leading to increased levels of trauma among helping professionals and more opportunities for triggering events. Due to this, we hypothesize that undergraduate nursing students have experienced more past and present trauma than undergraduate students not pursuing a “helping profession.”