Due to the current COVID-19 reality and the protests supporting the #BlackLivesMatter Movement following the killings of Ahmaud Arbery, Breonna Taylor, and George Floyd, seeking diversified and innovative educational solutions like ethnic studies (ES) and adapting to the everchanging needs of students by creating supportive healing spaces of learning are more important than ever. These events have resulted in demands for educational systems that have the potential to address the wounds of racial violence that marginalized students have faced for centuries. More importantly, in light of the current environment, educational institutions must collaborate with their communities to provide teachers with culturally and community responsive strategies, trainings, and resources that promote healing and wellness. The purpose of this paper is to celebrate the classroom victories of these ES teachers and explore the ways that they connect their curriculum and learning experiences to their students' lived realities. These ES teachers utilize holistic pedagogies that help their students move toward social change while cultivating the spiritual well-being of their students. Using the framework "Body-Soul Rooted Pedagogy" (Desai et al., 2019), the authors' findings discuss the five major categories that emerged: (1) connecting the past to the present, (2) privileging identity, (3) addressing everyday struggles, (4) classroom rituals, and (5) social action. Amidst a global pandemic, social unrest, and the struggle to achieve social justice within broader society, the authors seek to highlight how these practices can be road maps for humanizing educational change.