Because racism is a pervasive, historically rooted, and harmful feature of U.S. schools, our project investigates whether offering mindfulness-based and historical programming to educators mitigates the adverse effects of racial discrimination in secondary schools. Educators will participate in one of two school-wide programs to cultivate mindfulness, social-emotional competencies, and/or historical awareness. Those in the first program will receive mindfulness-only training. Those in the second program will engage in mindfulness training, content on the history of U.S. schools, as well as participatory action research, a method that positions them as co-researchers in shaping programming. In generating and analyzing longitudinal data from educator and student focus groups, surveys, and school records, we anticipate positive changes in school climate. The development of mindfulness will generally enhance social-emotional skills that are protective against the harmful effects of racial discrimination and oppression. This will subsequently improve students’ academic engagement and related educational outcomes. Due to the further development of educators’ social consciousness and agency, we anticipate that the second program will foster benefits beyond those of the mindfulness-only program. We will provide a curriculum and actionable strategies for schools, with the hope that they become places where all are truly valued and may, therefore, thrive.