Whether teachers and their instructional practices, principals and their discipline policies, or school psychologists and their assessment approaches, educators boast about being student-centered. But this is what I know: sometimes keeping the child at the center of what we’re doing has a lot less to do with the individual child than it does other factors. I was speaking to a group of administrators a few weeks ago and showed the popular images that contrast equity and equality. During our discussion, someone said that we need to fix the fence. In other words, more than the differentiated (tailored to the individual) support (e.g., the boxes) that we should provide students and families, fundamentally the fence is the problem. If we truly want what’s best for children, we must shift our attention to the systemic policies and practices that deny meaningful access and opportunity to everyone. Yes, it’s appropriate to give individuals what they need; but let’s focus on the fence.