School psychologists have a responsibility to promote positive outcomes for children that includes removing systemic barriers for our most marginalized students. The current political climate surrounding the movement for racial justice should inform our service provision to schools, students, and their families. Racism and implicit bias are at the core of our education system's failure to meet the needs of what is now the majority of public school children in our nation (Hussar et al., 2020). Anti-Black racism in particular continues to exact harm on Black children across genders who are more likely to be disciplined harshly for subjective offenses, even when problematic behavior has not occurred (Chmielewski et al., 2016; Morris & Perry, 2017). This discrimination occurs from toddlerhood throughout adolescence (Gilliam et al., 2016) and is often codified in school policy in which problematic behavior is loosely defined (Jacobsen et al., 2019). Disparities in school discipline grow from the implicit biases of school staff, the influence of White sociocultural norms on interpretations of ambiguous student behavior, and the adultification of Black, Indigenous, and other students of color. In Part I of this series, the discussed discussed the obstacles to equity that were overlooked in the National Association of School Psychologists (NASP, 2020) "Framework for Effective School Discipline" (Sevon et al., 2021). The "Framework" focuses on empirically validated systems and interventions without acknowledgment of the harm school discipline inflicts on Black and Indigenous students, or nuanced discussion of the significance of cultural responsiveness to the creation and enactment of discipline policy and practice. In Part II, the authors discuss how implementation of the "Framework" must be built on the foundations of effective social justice work, as outlined by Proctor and colleagues (2017). [For Part I, see EJ1282590.]