This study explored the trauma histories of individual students in a population of 78 regular education students who were placed in a countywide alternative program in lieu of expulsion. The study also explores the association between the trauma histories and the behavioral, emotional, and academic impairments of these students. Based on an analysis of extant student records and counselor reports, a trauma score similar to the Adverse Childhood Experience (ACE) profile was developed for each student along a range from 0 to 10. Additionally, the 13 clinical and adaptive scales from the Teacher Rating Scale of the Behavior Assessment System for Children, 2nd edition, were utilized to conceptualize evidence of behavioral, emotional, and academic impairment. Trauma histories were calculated and compared based on race, gender, and socioeconomic status (SES). Consistent with other studies of suspended and expelled youth, the mean age of this population was 15.79 years, and the excluded students were predominantly male (76.9%). Findings indicate that this population had suffered from a substantial amount of trauma (mean = 4.23) as well as substantial impairment. Both females and students from low SES backgrounds were significantly more vulnerable than their male peers or students who were not from low SES homes. However, race was not a significant variable in this study. Individual traumas were significantly associated with impairment. Physical abuse, physical neglect, emotional abuse, and having an incarcerated family member were significantly associated with negative external, internal, or school-related behaviors. Additionally, students who were missing one or both parents and those who had a parent with mental illness demonstrated significantly higher adaptive scores. Exploratory regression analyses indicated that combinations of traumas or ACEs significantly predict behavioral, emotional, or school-related impairment. The findings of this study were consistent with the emerging body of literature associated with the effects of complex trauma. They contribute to the school discipline literature by exploring the possibility that trauma and the associated impairments play a negative mitigating role in the behavior of students suspended and expelled for serious and gross misconduct. [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/en-US/products/dissertations/individuals.shtml.]