This research seeks to understand the relationship between marginalized identities and trauma in adolescents in relation to classroom outcomes, both behavioral and academic, through an intersectional framework. A synthesized review of literature as well as a quantitative study using the HSLS:09 data was conducted to discern how marginalized populations experience trauma in the school environment, and how that trauma impacts academic outcomes. The conclusions drawn through the review of literature and research suggest that marginalized students experience trauma at higher rates as well as disruption of academic outcomes. These conclusions are disseminated in chapter III which is a practitioner piece for professional educators so that they can better understand how to apply theory to practice in classroom environments in relation to trauma-informed practices. [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.]