This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments. •Working with trauma-affected pupils during school placement can be emotionally challenging for pre-service PE teachers.•Exploring and understanding the school community can support pre-service PE teachers’ trauma-related learning.•Developing positive relationships is an important feature of trauma-related learning for pre-service PE teachers.•Experienced teachers can support pre-service PE teachers’ trauma-related learning on placement.•The trauma-aware principles developed by Quarmby et al. (2022) can aid reflective dialogue around trauma-aware practice.