Trauma-informed practices are gaining momentum in educational settings. This growth is in part due to the knowledge we are learning about childhood trauma and how it impacts children well into adulthood. The more we know about the impact of childhood trauma, the more crucial it is for schools to utilize trauma-informed practices. The purpose of the quantitative study was to explore the use of trauma-informed practices in the classroom and how these practices impact student behavior in the classroom. This study sought to determine if the use of trauma-informed practices in the classroom decreased the number of referrals students received throughout the year if they were exposed to the treatment. Furthermore, it sought to determine if students' scores on the SRSS-IE screener decreased overall and if their scores decreased in the social-emotional section while receiving the treatment. This study targeted a population of middle school students from a single school in a rural district. Through conducting a gain score independent samples t-test, statistical evidence showed a significant difference in the students' Student Risk Screening Scale Internalizing/Externalizing post-test scores of those students who received the treatment and those who did not. Through conducting a gain score independent samples t-test, the researcher also found statistical evidence showing a significant difference in the students' social-emotional post-test scores on the Student Risk Screening Scale of those students who received the treatment and those who did not. Finally, after conducting a gain score independent samples t-test, statistical evidence showed students who received the treatment significantly differed in the number of office referrals compared to those who did not. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]