After the events of 2020, educators have an urgent responsibility to meet students where they are. There is a mental health crisis among college students, and although there is a plethora of mental health and basic need resources amongst most college campuses, we believe faculty must adopt pedagogies that address emerging cultural needs. Based on recent classroom experience, we have found a direct connection between trauma-informed pedagogy and a focus on the concept of rest. Last semester, we combined Ralph Flectcher’s compositional theory of “greenbelt writing” with the 2022 groundbreaking work Rest Is Resistance: A Manifesto by Tricia Hersey. By using Hersey’s tenets from her manifesto combined with Fletcher’s greenbelt writing, we created the concept of “dream journals.” Within the classroom setting, the students took weekly “naps” followed by 15 minutes of “dream journaling,” which resulted in a 15-week project titled “The Dream Journal”. This interactive session aims to explain the reasoning behind this particular pedagogical approach and encourage ways for educators to use this approach (or others like it) to address student mental health needs as well as foster a sense of belonging. Further, this session aims to allow participants to experience the benefits of the practice themselves.