Imagine a school community in which all children and youth have equal opportunities to thrive. Social and cultural markers no longer negatively predict young people's academic, social, and emotional outcomes or their life chances. This is the community the authors aspire to build. Their work necessarily focuses on both youth and adult social and emotional learning (SEL) in school and community contexts, and on how to fully integrate academic, social, and emotional instruction. In this article, the authors first share their revised definition of SEL and their focus on identity, agency, belonging, collaborative problem solving, and curiosity. The authors then describe some considerations and directions for ongoing action research with some partnering school communities. These include co-constructing equitable learning environments via project-based learning and SEL for adults. The article concludes with some thoughts about next steps in ongoing research-practice partnership efforts.