The author, a consultant on equity in schools, relates how she helped a high school's leadership team become aware of, and begin to overcome, patterns in their interactions that silenced certain voices and perspectives. Aguilar explores the concept of implicit bias--which was likely behind these leaders' harmful patterns and also contributed to stubborn achievement gaps at the school. The leadership team--and later many teachers--tried mindfulness meditation to become more aware of when stereotypes or biases were driving less-than-ideal responses to colleagues or students, and to learn to respond more openly and fairly, improving the school's climate and making discipline more equitable.