In predominantly white and affluent communities, it is a common belief that race and racism are irrelevant because there is little to no racial diversity in these communities. Elyse Hambacher and Denise Desrosiers describe how a New Hampshire school district in a mostly white community navigates teaching and leading for social justice despite divisive concepts legislation and acrimonious debates about racism and other forms of injustice. They offer four practices the district employs to continue to promote inclusivity and social justice in contentious times.