Cultivating inclusive classrooms, where all students are heard, affirmed, and validated, is an equity issue. As an instructional coach and a supervisor of coaches, the author has a moral obligation to work against the system that was designed to and continues to oppress some students and benefit others. This work often brings up difficult emotions. Those emotions are an important part of the work. The author has found and developed strategies to help teacher teams metabolize, or work in and through, the emotions, rather than ignoring them. The author presents the strategies in this article.