Using a transformative framework, suspension practices are examined from an ecological context. Current practices in the United States demonstrate that African American and Hispanic/Latino males are disproportionately suspended at higher rates than Caucasian students--often perpetuating a pipeline from school to prison. Guided by a participatory action research model, this study employs a mixed methods design to examine resilience and social connectedness among youth in an alternative to suspension program. Additionally, relationships at the teacher and parent level are explored to offer additional support on the role of alternatives to suspension. Findings suggest that interventions that use a strength-based approach with youth and focus on positive relationships with adults and peers is highly relevant to the perceived success of at-risk youth.