The unprecedented switch to distance learning due to COVID-19 highlighted some social, economic, and learning inequities and presented opportunities for educators to reframe our approaches to learning environments. Through our lenses as a high school teacher, middle level teacher, and high school social worker, we document successful structures and supports to benefit both students and educators. Our recommendations provide real-world strategies to foster equity related to teaching, assessing student work, helping students access EF skills, and establishing social and emotional supports during distance learning. Possible applications of our recommendations include extended absences from school due to a medical condition, extended vacations, school disruptions due to weather anomalies, or additional distance learning experiences due to a pandemic. Due to the COVID-19 crisis in March 2020, the move to distance learning provided opportunities for educators to apply equity-evoking strategies that can be used before, during, and after a pandemic or other instances of distance learning to help all students experience success.