This article examines the importance of integrating culturally responsive teaching practices in classrooms for students who are culturally and linguistically diverse (CLD) with emotional and behavioral disorders (EBD). It highlights strategies supported by empirical research that amplify student voices through dialogue circles and flexible grouping. Acknowledging the strengths and needs of these students, the inclusive, student-centered approach aims to enhance academic and social success, supporting a sense of belonging and empowerment essential for the growth and well-being of CLD students with EBD.