<p>School counsellor burnout and wellness are critical topics in the field of counselling. Both burnout and wellness are conceptualized as being reflective of individual characteristics (e.g., gender, race/ethnicity, stress) and organizational factors (e.g., time in supervision and consultation, implementation of comprehensive school counselling programs, district type, grade level). School counsellors also engage in trauma-focused work with students. Despite the theoretical evidence of the impact of trauma-focused work on school counsellor burnout and wellness, this relationship is unknown. In the present study, hierarchical regression was used to examine individual characteristics, organizational factors, and adherence to trauma-informed practices as predictors of burnout and wellness in a sample of 269 school counsellors. The final parsimonious models explained 38% and 47% of burnout and wellness, respectively. Further, univariate analysis revealed that gender, level of comprehensive school counselling program implementation, stress, and trauma-informed practices were significant predictors of burnout, while race/ethnicity, stress, and trauma-informed practices were significant predictors of wellness. While burnout and wellness are ubiquitous concepts of importance for school counsellors internationally, the findings from this study inform the importance of considering the individual characteristics, organizational factors, and unique application of trauma-informed practices to support school counsellors in their work with students. Given these factors may differ across countries, the findings from this study can inform international discussions about the country specific context for school counsellor burnout and wellness and strategies to address these professional issues.</p>