Suspension is commonly used in schools, yet these practices can adversely affect students’ education well-being and do not improve student behavior. This study assesses the use of the Monarch Room (MR) intervention, a trauma-informed alternative to school discipline suspension policies, among 620 court-involved girls placed in residential care and enrolled in an urban-located public charter school. Teachers readily utilized the intervention as a first response to dealing with problematic behavior, and as a result, MR use significantly decreased reliance on suspension practices. Multiple stays in residential treatment and race were significant predictors of MR use.