Trauma-informed practices have emerged as a promising approach to fostering equitable and inclusive learning environments. Initially applied in human services and K-12 education, these practices are expanding into adult and continuing education due to the pervasive nature of trauma. As the adoption of a trauma-informed approach grows, so does the need to bolster implementation support and instructional design strategies. This paper introduces a novel conceptual framework integrating trauma-informed principles and practices, universal design for learning (UDL), and adult learning theory for instructional programmatic design. By synthesizing these approaches, this framework provides educators and instructional designers with a tool for creating learning environments that are trauma-sensitive, universally accessible, and andragogically sound. [For the full proceedings, see ED673719.]