Despite seven decades of policies aimed to equalize the educational inequities and social injustices experienced by people of color, the inequities and injustices still remain. Through qualitative case study and portraiture methodologies, this study examined how a multi-level social network of families, educators, and community members engaged with each other to improve the academic, social, and emotional learning of a Black middle school student during a national pandemic and civil unrest. Ecological systems theory (EST) and critical race theory (CRT) were the theoretical frameworks used to situate the study. EST emphasized the social and cultural interactions that support children's academic, social, and emotional development (Bronfenbrenner, 2005). CRT provides a structure to address issues of race and racism in the field of education and is viewed as a movement toward empowerment for individuals to use their voice to share stories and counter-stories of pervasive injustices of racism and oppression experienced (Bell, 1978; Delgado, 1989; Ladson-Billings & Tate, 1995). This study highlighted the voices of a family, educators, and community members as they revealed their insight, empowerment, understanding, and motivation to instigate change as well as build relationships, respect, and trust to support the academic, social, and emotional learning of a Black middle school student. Results from this research supported the literature research and the theoretical frameworks, which guided this study. Future research may utilize this study to examine ways to improve home, school, and community engagement to improve student academic, social, and emotional learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]