Throughout the 2019-2020 academic year, the National Association of School Psychologists (NASP) Social Justice Committee (SJC) focused on the social justice implications of living in low-income and economic marginalization for the students and families school psychologists serve. Coupled with leading an interdisciplinary national book read using "Unequal City: Race, Schools, and Perceptions of Injustice" (Shedd, 2015), as well as a documented session, special session, and other activities during the NASP 2020 Annual Convention, the SJC coauthored a series of articles that were published in "Communiqué." And while this special series covered a wide range of topics that have been traditionally associated with the field (e.g., assessment, research, intervention using a multitiered system of support [MTSS] framework, consultation, advocacy, and policy), it also addressed areas that have not been examined as closely in the school psychology canon (e.g., intersectionality and foster care). Reaching the largest number of school psychologists (i.e., all NASP members), featuring these articles in "Communiqué" was one of the most effective ways to expose graduate students, practitioners, and faculty to content that would facilitate deeper understanding and continuous professional learning about social justice, LIEM, and the intersection of these constructs for the equitable practice of school psychology. As a conclusion to the series, this article will review some of the most salient aspects of these pieces; challenge the profession and the individuals who comprise it related to embedding social justice in the efforts; and preview the SJC's focus for the 2020-2021 academic year.