<p>Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.</p>