The purpose of this article is to show how instruction that supports both mathematical learning (ML) and social and emotional learning (SEL) creates opportunities for equity. In fall 2020, the first author observed the co-authors, Ms. Wong and Mrs. Silverstein, providing instruction that supports ML and SEL in their hybrid ninth-grade algebra 1 class. Such instruction promoted genuine and accessible mathematical discourse. In this article, the authors provide a definition of instruction that supports ML and SEL, a snapshot of such instruction in action, and explanations of how such instruction promotes equity through attention to access, power, identity, and healing. They do so to give other mathematics educators a concrete example of promoting equity as a process (Venet 2021) involving human- and content-oriented elements.