Researchers and evaluators often conduct projects involving people who have experienced trauma or who are from communities where traumatic experiences may be more common than in the general population (e.g. adult survivors of sexual abuse or refugees and asylum seekers) (Alessi & Kahn, 2023). Even when traumatic experiences are not the focus of the project, such as when evaluating a program or service that is not trauma specific,1 at least some of the participants will likely have trauma histories (Alessi & Kahn, 2023). As such, strategies for conducting trauma-informed research and evaluation are relevant to all projects, regardless of the topic or focus. Strategies for conducting trauma-informed research and evaluation are particularly relevant when researching or evaluating child- or family-focused services because people who have a history of trauma may be more likely than the general population to access a range of support services (Quadara & Hunter, 2016, p. 12). Practitioners working in some service areas, such as mental health services, also have a higher lifetime prevalence of trauma exposure than those in the general population (Isobel, 2021). For more information read Principles for doing trauma-informed research and program evaluation. All services can increase the safety and improve the trust of the people they support by working in a trauma-informed way. Trauma-informed approaches to research and evaluation prioritise safety, sharing power/control and trust, while aiming to reduce the likelihood of retraumatisation. In this way, strategies for doing trauma-informed research and evaluation have the potential to improve experiences for participants and researchers/evaluators alike. This resource provides a list of clear strategies for doing trauma-informed research and evaluation, providing a useful scaffold for any project.