This research addressed the complex challenge faced by public school districts in ensuring equitable academic and social-emotional opportunities for all students, considering the pervasive influence of bias and discrimination. The study focused on an initiative within a suburban school district, where various stakeholders collaborated to identify and dismantle pedagogical barriers, aiming to establish an inclusive and supportive environment for every student's holistic development. This qualitative phenomenological study examined the influence of direct instruction on students' learning and behavior in four crucial domains: inclusivity, empathy, resilience, and collaboration among kindergarten through fifth-grade students. Direct instructional sessions were aligned with students' developmental stages, utilizing educator-guided approaches. The educators perceived positive outcomes based on the school district's commitment to equity, compassion, academic excellence, leadership development, and social justice. Data were gathered from surveys, interviews, and a focus group. This study revealed positive impacts across all domains, with participants reporting enhanced student engagement, comprehension, and social-emotional development. Findings suggest that equity-focused pedagogy fosters inclusive classroom cultures, supports academic success, and promotes more profound learning experiences. The study underscores the importance of integrating equity themes into curriculum design to address educational inequities effectively. Overall, this research contributes valuable insights into the transformative potential of equity-themed direct instruction in promoting inclusive and supportive learning environments at the elementary level. [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.]