School psychologists can be essential team members in driving systemic change towards achieving educational fairness, as their experiences, perspectives, and actions significantly contribute to this effort. This qualitative phenomenological study delved into an in-depth investigation of the lived experiences of school psychologists who have committed themselves to advocating for transformative changes that have a direct influence on the educational paths of Black students. The research design entailed conducting in-depth interviews with practicing school psychologists who have actively engaged in advocacy campaigns. The objective of phenomenological inquiry was to reveal the fundamental nature of individuals' experiences, providing insight into the obstacles encountered, accomplishments attained, and the affective and cognitive aspects of their endeavors in advocacy. The study sought to analyze the perspectives of professionals in order to uncover common themes, trends, and effective tactics utilized in their work. The data revealed several prominent themes, including the implementation of culturally responsive methods, the fostering of collaboration with varied stakeholders, and the creation of creative intervention programs. This study examined the strategies employed by school psychologists that navigate institutional frameworks and power dynamics in order to exert impact on systemic change. Furthermore, this study took into account the influence of individuals' personal and professional identities on their efforts to promote a cause or engage in advocacy. As the ongoing disparities in academic achievements and disciplinary approaches are addressed, this study aimed to shed light on the narratives and phenomenological insights that can enhance our understanding of effective advocacy strategies. By exploring these insights, researchers can gain a deeper understanding of the optimal practices for school psychologists as they navigate the intricate landscape of systemic change, particularly in their efforts to support Black students. This qualitative phenomenological study served as a valuable addition to the current body of literature by offering a more profound comprehension of the lived experiences of school psychologists in their role as advocates for systemic change. The objective of the research was to provide insights that could guide the creation of training programs, policies, and practices that enable school psychologists to effectively promote educational equity and inclusivity for Black students. [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.]