„Stress“ has become a notion which is being used in everyday speech, yet people experience it in different ways. Lately we have started speaking about professional stress which can be found at every workplace. Special emphasis nowadays is given to stress at workplaces which involve work and communication with people. Professions like a teacher or educator belong to these professions as well. In contrast to stressful situations which turn up in everyday life, trauma is something stronger, with a greater impact. “Traumatic events occur outside the frameworks of ordinary human work and evoke intensive suffering, fear and horror (Hitrec, 2007, p.8). Thus they are much more demanding to deal with. Crisis events in nursery schools have started to attract the attention of experts due to the awareness that such events can attract at any time, any place and at any nursery school. This paper contains a theoretical overview of stress, especially stress at the workplaces of educators. Furthermore, it deals with trauma and traumatic events, as well as crises and crisis events. A special chapter is dedicated to crisis events at nursery schools. The last chapter of the paper shows a qualitative research whose goal is to establish how educators face crisis events at nursery schools. The first research question relates to the differences between stress and crisis events at nursery schools. The second question is about the prevention of crisis events, about the protocols of proceeding in cases of such, as well as about the cooperation with parents in the prevention of such events. The third research problem refers to the mechanisms of facing crisis events which can help educators at nursery-schools. It deals with the question of which competences contribute to make facing crisis events easier. The research was conducted with the method of a semi-structured interview with twelve educators. Detailed insights were found about the ways of thinking of these educators, regarding their distinction between stress and crisis events, about the educators’ cooperation with parents and children in the prevention of crisis events, as well as about what helps educators to face crisis events. Results showed that educators clearly differentiate between stress events from crisis events. While stress events are events that happen on a daily basis (arguments between children, some minor bruises with children, cooperation with colleagues), crisis events are rarer (for example, escaping children, drunk parents picking up their children at nursery school). In the prevention of crisis events, educators cooperate with parents on the basis of the institution’s house rules, CAP (Child Assault Prevention) workshops, parents’ meetings, etc. With the children, educators do activities on the topic of behaviour in groups, and conduct evacuation exercises on how to prevent crisis situations. Educators point out that communication with their colleagues, a good work-preparation, relaxation exercises, meditation and deliberation about their work can help them most with facing crisis events. This research paper intends to raise awareness on the importance of the existence of a protocol of action for crisis events, as well as a general reflection on possible crisis events at nursery schools.