As an instructional coach and leader, I would be wealthy if I had a dollar for each time I heard an educator describe physical and emotional exhaustion due to systemic breakdowns that have occurred since the onset of the COVID-19 pandemic. Struggling with staffing shortages and intensified student needs, educators need resilience practices (Young, 2022). Yet what does it mean to ask people to be resilient in a dehumanizing and inequitable system that doesn’t provide them with adequate funding, resources, or respect? How do we balance self-care with demands for changes to the systems that cause the stress in the first place? Just as importantly, how do we ensure that the steps we take are equitable and honor the voices and perspectives of all educators,