The growing presence of refugee and emergent multilingual learners (EMLs) in early childhood and elementary classrooms stresses the need for educators to be equipped with trauma-informed practices and strategies to support children from diverse backgrounds. Many of these students experience challenges that go beyond academic needs, including the invisible wounds of forced displacement and marginalization (Berumen & Silva, 2014). To create more equitable and inclusive learning environments, teachers must adopt an asset-based mindset that recognizes and values students’ multilingualism and lived experiences as rich educational strengths (Wessels et al., 2024). This chapter draws on four interconnected theoretical frameworks, Funds of Identity, Critical Pedagogy, Culturally Sustaining Pedagogy, and Translanguaging Pedagogy, to inform teacher preparation and classroom practice. These frameworks collectively emphasize the importance of centering students’ cultural and linguistic resources, fostering critical reflection, and adopting responsive, strengths-based approaches. Drawing on these approaches, the chapter advocates a transformative model of teacher education that prepares pre-service and in-service teachers to address the holistic academic and socioemotional needs of young refugees and EMLs.