Youths at risk for violent and antisocial behavior often suffer from alienation and a lack of bonding to family, school, and community. The role of the school social worker is often to implement interventions that support inclusion and connection to these entities. Yet using a theoretical trajectory that solely supports a unidirectional flow of care from the school social worker to youths may limit the level of application of learned skills. When working with marginalized and disempowered youths, the school social worker must also confront the conditions that further promote the marginalization and isolation of youths. This article asserts that using critical service learning (CSL) that encourages youth activism may promote attributes of resilience and social and emotional learning. Various types of CSL projects and the barriers to use of CSL projects, such as adultism, are discussed, as are practice implications for school social workers.