Despite widespread implementation of multi-tiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces that have maintained a reliance on exclusionary discipline practices with a primary focus on out-of-school suspension to oppress youth of color, specifically Black students. Then, we describe the harm exclusionary discipline has caused the Black community by synthesizing counter-storytelling. Finally, we propose ways to strengthen MTSS-B to promote racial equity with a primary focus on supports to adults in the systems in which oppression is maintained. We propose school psychologists can: (1) empower students, families, and communities to engage in authentic partnerships; (2) advocate to educational leaders; (3) coordinate transformative staff professional development; and (4) support teachers to create inclusive and healing classroom communities. We frame these suggestions within an ecological-behavioral paradigm that considers root conditions of harm. [This paper will be published in "School Psychology Review."]