This researched-based paper aims to utilize a framework of intersectionality to explore Black girlhood inherited trauma. This project rationale unveils various ways Black girls experience hardships such as stress, depression and mental health issues in education and in society. The goal is in two-fold to (a) discuss black girlhood inherited trauma and how educators can utilize trauma informed practice to better serve Black girls in school and to (b) encourage educators to use trauma informed tools to create safe spaces in educational environments for better learning outcomes for Black girls. By developing working concepts of a trauma informed practice approach, educators can use these tools that could in turn bring forth a roadmap to Black girl’s resilience. I approach this project by integrating a significant research question into this concept such as, in what ways can educators utilize trauma informed practices tools to create safer spaces in the classroom to better serve Black girls? This analysis contributes to a growing body of work on Black girl’s experiences of trauma, mental health issues, social hardship, and marginalization pertaining to racism in education. The aim of this paper is to provide a conceptual analysis that places Black girlhood trauma at the center of the analysis and amplifying the resilience of Black girls.