This qualitative research study aimed to examine how radical healing justice practices could be implemented in traditional 9-12 school settings to assist in the healing of Black girls. Intersectional theory and healing justice were used as the conceptual frameworks for this study. The instrument for this study was a case study in which a youth-serving institution in Detroit's daily practices were observed in addition to interviews and focus groups. Participatory observation gave an inside perspective of the organization's inner workings and helped build relationships between the participants and the researcher. Participants ranged from 16 to 30 years old and were all residents of Metro Detroit. An implication for practice for healing justice is to allow youth to have a voice and choice and a say in what practices best suit them. Schools should institute professional developments beyond SEL skills or trauma-informed practices, training that teaches them how to support youth and not push their ideologies of healing on them. The limitations of this study are the use of a single organization. Future research is needed to determine if the findings would be similar in a larger organization or within a traditional high school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]