This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized areas and school. The quality of education was not equitable, less so than when learning takes place in traditional school buildings. Through a composite counter story, a tool used by critical race theory scholars to share counter-narrative of majoritarian stories (Solorzano & Yosso, 2002), the author acknowledges the presence and importance of discrimination experiences in the education system in middle and high school. The author challenges dominant narratives of equity (Pasquerella, 2016) in the school system and discusses the need for students having voices heard to have those injustices dealt with in ways that encourage collaboration, student growth, and student achievement. It is only through finding a voice that counters the majoritarian narrative all students are given the opportunities that allow them to achieve their full potential. The author argues someone must speak up, acknowledge a problem exists, and continue to exhibit a sense of urgency within our schools. The argument becomes who will be brave enough to encourage the issue to be acknowledged, addressed, and overcome so that minority students no longer feel segregated due to their racial identity.