All students should feel safe and included in educational contexts. Mission and values statements typically reflect this sentiment, but national, state, and local surveys indicate that some student groups continue to experience marginalization. Through these surveys, LGBTQIA+ students report that they perceive the school environment to be hostile. They do not experience equitable access to education. In recognition of this inequity, one public high school district in California initiated a task force to develop greater inclusivity in its schools. This paper analyzes their efforts from an ethical perspective and a focus on leadership.