Alternative education programs or schools can be defined in several ways, and individuals may have various perspectives on what alternative programs are expected to be. For some, alternative placements may be seen as a setting for students who experience difficulty within public schools, some may think of an exclusive boarding school, or some picture a home-based educational environment. Alternative program definitions, structural policies, target populations, entrance procedures, and settings may vary depending on respective states or districts (Kho & Rabovsky, 2022). The overall goal of alternative educational programs is to improve students' overall academic achievement and well-being by improving their emotional, behavioral, or academic problems (Grasley-Boy et al., 2021; Pronk et al., 2020). For students that are placed in alternative education facilities as a "last-resort" option, the main goal becomes drop-out prevention, as the schools aim to provide a more structured and nurturing environment to best support students' needs (Pronk et al., 2020). This article is a part of the NASP Social Justice Committee's series on alternative educational placements as a social justice issue. It explores the various outcomes alternative education placements may have on students' overall well-being, and discusses how school psychologists can advocate for equitable practices and systems in relation to these placements.