The COVID-19 pandemic has presented an unprecedented challenge to the world’s educational systems since March 2020. As schools adapted to distance learning, new challenges and concerns emerged for students who are historically marginalized and underserved. Students with multiple and intersecting marginalized identities are disproportionately more likely to be impacted negatively by the pandemic not only academically but also psychologically.1
However, in the face of adversity, many educators have responded by devising innovative approaches to support students and families. Lessons from such innovations may productively shape educators’ practices in future contexts, even beyond the pandemic-induced distance learning. This brief summarizes recent research on some innovations and provides reflection questions to support educators in carrying forth these creative solutions.