This qualitative study examined what middle school and high school suburban and urban principals learned about equity and educating low socioeconomic status students during and after the COVID-19 pandemic. As such, this study asked: What issues of equity were revealed, exacerbated, diminished, or resolved as a result of the pandemic? What key lessons did principals learn from issues magnified by the pandemic that gave them new insight into tangible ways of disrupting structural and systemic racism in their educational practices? I framed this study with the theoretical framework of Critical Hope Theory, defined as critically acknowledging the truth of the past and the present and then developing actionable steps to build a better future for students. For data collection and analysis, I interviewed six high school principals including three from urban districts and three from suburban districts. In addition, I interviewed two middle school principals, one from an urban district and one from a suburban district. Each principal was interviewed for 45-60 minutes using a semi-structured interview format. For data analysis, the coding process included first and second cycle coding and in vivo and theoretical coding. I identified nine themes that were revealed and exacerbated by the COVID-19 school shutdown. Revealed issues included: the digital divide, mental health and wellbeing, loss of human connection, loss of student engagement, and loss of loved ones. Issues exacerbated by COVID-19 included: food insecurity, family income stressors, housing insecurities, and community safety. I identified three lessons that principals learned about disrupting systemic inequities during the pandemic: the importance of building relationships, the impact of adverse childhood experiences, and the importance of creating non-traditional pathways to success and graduation. Two personal practices principals highlighted as areas for improvement were: being more present around students, and being personally aware of student challenges. Finally, principals noted four organizational practices they needed to reevaluate as they work towards a more equitable environment for low SES Black students: hiring practices, discipline practices, teacher professional development, and adding additional support staff. After the reflective interview process, all principals were hopeful that they can disrupt systemic inequity. Implications for theory and practice are included. [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.]