Since the murder of George Floyd in May 2020, more organizations have recognized a need to create more inclusive and antiracist environments. While anti-racism continues to be a highly contested value, for some, it has become an en vogue purpose. How do equity-focused school leaders, who are truly committed to constructing more justice-oriented and truly inclusive environments, distinguish themselves from those who claim to be anti-racist because it is the in thing to do? There are a myriad of relevant responses to that question, but one response that is underdeveloped in the research literature and in the field is the inner life of school leaders. While there has been an increase in attention to socialemotional learning (SEL) for students, and even for teachers, scant attention has been paid to the SEL needs and experiences of school leaders. The purpose of this brief is to address these gaps in a way that supports equity-focused leaders to reflect on their internal life; understand how that internal life intersects with their public equity leadership; and then offer grounding principles for beginning a practice of "Conscious Praxis."