Children and adolescents who have experienced extreme situations such as violence, recurring separations, or flight pose a particular challenge for educators. The traumatic experiences are reflected in the educational relationships, which are characterized by significant emotional involvement and stress for the affected individuals, peers, and professionals. David Zimmermann describes, using special and psychoanalytical-pedagogical theories as well as intensive research-based case studies, the specific characteristics of pedagogical relationships affected by trauma. It is essential to consider not only the past suffering of children and adolescents but also their current interpersonal and societal experiences, which form the basis of their perceptions. This connection between research and practice allows for the extraction of key elements.