In the twenty-first century, there have been record levels of neighborhood violence in communities of color which include witnessing violence such as the death of a loved one, classmate, or neighbors, as well as experiencing personal violence. Many young children are reared, nurtured, and educated in communities that are commonly referred to “Urban War Zones” (Garbarino, 2001). Those urban war zones have the same characteristics of war zones across the world (e.g., Aleppo Syria, Somalia, Gaza) and as such children residing in “Urban War Zones” witness the deaths of relatives, neighbors, and peers on an on-going basis. Consequently, their physical, cognitive, and social-emotional development are impacted all of which are critical in determining their early academic and socioemotional performance in the classroom. Similar to children living in “War Zones” they experience immediate and long-term trauma. Empirical evidence suggests that exposure to chronic and persistent violence impairs their ability to form secure attachment relationships, to regulate their emotions, and without intervention leads to life lasting mental health, behavioral, and cognitive challenges (Perkins & Graham-Bermann, 2012).