This action research design drew on socioemotional conceptualizations of student validation. These concepts are based on stigmas, negative labels, and isolation bestowed on marginalized and oppressed students supported through special education, English language learners, foster care, and mental health services. This study examines conscious and subconscious need to dehumanize individuals by language choices; thereby, replacing dehumanization with actions and language that can be used to elevate, empower, and transform. By shifting from a fixed, ableist mindset to an equity growth mindset, practitioners can increase human cognitive processes and validate students' experiences, expectations, and performance. Such a frame of mind opens doors to self-determination. This research focuses on authenticating a pathway to higher education and participating in society via use, value, and detriments of people first language (PFL), universal design for learning (UDL), and inclusive collaboration through vertical articulation (VA) as it equates to student equity in the PreK-12 system. Through a triangulation of data analysis, the following three themes emerged: Equity, Philosophical, and Operational. Additional subthemes materialized through participants' disclosures, including positive mindset growth, racism, justice, and ableism. Life's ultimate goal is for all individuals to arrive in a society where no wall divides and where no one needs to hide behind their true self (Palmer, 2004). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]