Drawing on the science of learning and human development, educational leaders are seeking ways to integrate approaches that develop the whole child, elevating the child's social and emotional development and well-being so they are considered as important as academic development. They are also increasingly aware that to address disparities in students' social and emotional well-being, they must also address inequitable experiences in schools that arise from school policies and structures and from students' interactions with the adults in the system. This practitioner brief is one in a series highlighting concrete ways that leaders can increase educational equity by building supportive learning environments that meet all students' social and emotional needs. MDRC and the Alliance for Excellent Education recently released a brief that describes state- and district-level initiatives to transform school districts into healing spaces for all by reevaluating system-wide policies and structures and by building educators' capabilities and supporting their well-being. This brief highlights how two educational systems engaged numerous stakeholders to develop "healing-centered," "trauma-engaged" frameworks. This companion brief provides advice from leaders in the State of Alaska and Chicago Public Schools for other state and district leaders who may want to a develop a system-wide vision and its corresponding approach--a framework--that emphasizes collective healing and trauma-engaged practices. [For "Healing School Systems. Solutions for Educational Equity through Social and Emotional Well-Being," see ED623974.]