In "Dobbs v. Jackson Women's Health Organization" (2022), the U.S. Supreme Court overturned decades of precedent regarding the federal right to an abortion for people who can carry pregnancies. This case has substantial significance for the education field, directly affecting school- and college-age marginalized students who can carry pregnancies. In this essay, I argue that "Dobbs" and subsequent policies have created a significant need for educational research to inform courts, public policy, and practice to improve social and educational structural support for marginalized students who can carry pregnancies in a post-:"Dobbs" era. This need is because "Dobbs" and subsequent policies have significantly diminished reproductive justice, and reproductive justice is intricately tied to marginalized students' ability to fully engage in their education. Timely educational research is critical to address the systemic inequities that "Dobbs" and related policies have exacerbated and reified.