This practitioner brief is one in a series highlighting concrete ways that education leaders can increase educational equity by building supportive learning environments that meet all students' social and emotional needs. The introductory brief to this series suggests that changes at three levels of the education system are needed to promote students' social and emotional well-being: (1) the structural and policy level; (2) the level of educators' well-being and capabilities; and (3) the level of the specific social and emotional support programs available to students. This brief focuses on the first level: how districts can create the conditions necessary to begin addressing inequities in the U.S. education system by focusing on structural and policy change. It shares the experiences and recommendations of school district leaders, as well as those of one coauthor of this brief, who as a practitioner worked closely with several districts including the District of Columbia Public Schools (DCPS). [For the first brief, see ED614041.]