This chapter examines how school leaders can name and disrupt the institutional logics that authorize racialized and ableist exclusions in education. Drawing on Disability Studies in Education (DSE), DisCrit, and other critical traditions, we explore how seemingly neutral systems—such as discipline policy, special education classification, and academic pacing—convert structural inequity into individualized student “deficit.” We argue that leadership committed to justice must not only respond to disparate impact but also confront the political design of schools themselves. Through the lenses of interdependence, refusal, and epistemic belonging, the chapter offers a framework for unveiling the acceptable logics that sustain exclusion—and for reimagining school leadership as collective, relational, and capable of structural transformation, even in an era of educational compliance and growing authoritarian constraint.