School discipline has been of primary interest in education over the past six decades. Examining the expansive body of literature on zero tolerance policies, the school-to-prison pipeline, and the criminalization and exclusion of Black girls specifically sends a resounding reminder of the work that remains to be done in the interest of their educational needs, sustainability and overall well-being. While much has been written about the topic of school discipline and Black girls, less has been written on the topic of equitable, strength-based solutions that support their educational advancement, prioritizes the intricacies of their intersectionalities, and motivates schools to create and maintain cultures of care through educational policy and practice. Exploring discipline integrity as another valuable, intentional and inclusive approach can help affirm the worth of Black girls in schools, further empower stakeholders to make equitable decisions, engage community partners, mitigate educational risks and address ongoing concerns related to discipline integrity among Black girls in urban schools.