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This paper describes the Listening Circles Project, a study designed to learn from people who have experienced racism and identity-based harm at school. Multiracial and BIPOC students and staff members at a predominantly white school district in rural, northern New England shared their experiences and recommendations for policy and practice in response to the recent, sharp increase in racism and bias at their middle and high schools. This study highlights the process, possibilities, and power of educational research when designed to center those most directly impacted by the issues we seek to understand and solve, and describes the process of using restorative pedagogies to inform the development of school district policies, procedures, and other improvements toward remedy and reparative outcomes.