Children in disaster, emergency, and humanitarian situations face multilayered concerns, among them adverse childhood experiences (ACEs), including violence, neglect, abuse, relocation, forcible displacement, loss of caregiversCaregivers, and interruptions to their schooling. These events induced impairing cognitive, mental illness, fear, toxic stress, and emotional and social development that raise long-term socioeconomic marginalization risks as well as those of mental health problems and learning challenges. Despite growing recognition of ACEs in emergencies, many humanitarian interventions lack a trauma-informed approach, limiting their effectiveness in addressing children’s needs holistically. Conflict zones, refugee camps, and disaster-affected communities to evaluate evidence-based practices are the major tensions for the children who are living in these areas. This chapter explores the role of trauma-informed humanitarian responses in mitigating ACEs through education and child protection interventions where children are considered at the center of the program. Humanitarian organizations, including UN agencies, International NGOs, and National and Local NGOs, are working to address this concern and help children return to normal life. Key strategies include child-friendly spaces (CFS), multipurpose centers, social-emotional learning (SEL), psychological first aid (PFA), psychosocial support (PSS), mental health and psychosocial support (MHPSS), and trauma-sensitive pedagogy and safe learning spaces for educators. In addition, the chapter highlights the importance of culturally responsive, protective, and community-driven approaches in ensuring the sustainability and relevance of interventions in diverse crisis settings. Despite progress, policy and implementation gaps remain, particularly in multisectoral coordination, funding constraints, and long-term recovery strategies. The chapter creates a scope for advocating the initiation of integrated trauma-responsive systems, emphasizing collaboration among governments, NGOs, international agencies, and UN agencies. It also underscores the need for scaling up trauma-informed frameworks in education and child protection policies, transitioning from short-term crisis management to long-term resilience-building. By embedding trauma-sensitive practices in emergency responses, humanitarian actors can empower children to heal, learn, and thrive, even in the face of adversity.