Trauma-informed teaching practices and therapeutic art approaches can promote creativity, feelings of safety, and resiliency. This research examines the effectiveness of trauma-informed teaching practices and therapeutic art approaches in supporting at-risk elementary art students in Kensington, Philadelphia. It will emphasize how art-making can serve as a safe and positive outlet for students affected by the opioid epidemic and personal traumas. Building on Heinemeyer's (2018) suggestion that the arts offer opportunities for creative self-expression and engagement with supportive adults, the study examines how such practices can help students explore their emotions, personal stories, and interests in a structured, therapeutic classroom environment. This study is tailored to its specific population and site; however, the findings can help any art educator locate strategies that connect to at-risk students in similar circumstances. Data collection contained lesson plans, classroom observations, interviews, and student artwork. This data was analyzed by open thematic coding, finding natural trends and patterns in the data collected. The findings show that participants responded positively to consistent routines, emotional safety, and opportunities for personal expression. When given tools to process their experiences through art, students created work that reflected their identities, emotions, and lived realities. These outcomes highlight the power of trauma-informed art education to foster resilience, deepen student engagement, and support healing in communities impacted by adversity.