This paper explores the evolving role of trauma in history education, particularly within the context of the Council of Europe's vision of 'understanding the past as vital for a shared future'. The rise of memory studies and remembrance culture in Europe has shifted the focus from impersonal historical events to more personal microhistories and family narratives, unearthing collective and individual traumas and its impact on today's socio-political life. This shift furthermore necessitates a more interactive and empathetic approach to teaching, challenging educators to go beyond traditional methods and address the emotional and psychological impacts of witnessing the historical events in the classroom. Through the qualitative research methods, this paper examines the challenges educators face, including academic constraints and the pressure to prioritize cognitive learning over emotional engagement, in incorporating trauma-sensitive approaches in their classrooms. Using iterative coding and analysis of 48 interviews with European history professors, the study investigates firsthand experiences in teaching traumatic history, familiarity with trauma-informed principles, and preparedness to support students when triggered. The goal of this paper is to contribute to the ongoing debate on how history educators can effectively manage trauma triggers in the classroom, enhancing both the quality of history education and the developmental experience of students.