Disparate adult responses to student behavior, combined with increases in mental health issues and student trauma, compound the equity gap of racially minoritized students. Research suggests a correlation between social emotional learning (SEL) and student success (Gregory & Fergus, 2017). Providing a two-prong approach that includes (a) SEL curricular interventions that are not color-blind embedded within (b) a trauma-informed framework supports racially minoritized students' well-being while simultaneously addressing the equity gap within the (in-person and distance-learning) classroom.