This report is part of a commissioned paper series that highlights the profound and ongoing effects of COVID-19 on educational opportunities and underscores the necessity of bold, systemic reforms to ensure equitable and effective learning environments. The papers examine evidence-based strategies to mitigate opportunity gaps, strengthen student supports, and foster inclusive, community-centered approaches that enhance educational outcomes for all learners. This paper systematically reviews scholarly literature and the authors' own empirical work to examine how marginalized communities have challenged and transformed school structures and processes to meet their children's needs since the COVID-19 pandemic. Key terms and methods used in the essay are first briefly defined, then recent literature and inquiries are examined to address: (1) how the pandemic shaped the educational experiences and priorities of youth, families, and communities, particularly those marginalized in educational systems; (2) what systems-led initiatives support families and communities in pursuit of thriving and well-being for their children, and what family- and community-led initiatives support families and communities in pursuit of thriving and well-being for their children; and (3) what family- and community-led models look like on the ground. The report concludes by identifying policy conditions, structures, and resources necessary for sustaining and scaling promising interventions to support minoritized youth, families, and communities in healing, learning, and well-being in the wake of the pandemic. While partnerships and collaborative work in educational systems offer promise for family and community voices to be incorporated into policy and practice, these findings are interpreted with some caution. It is noted that community organizations and private philanthropic resources cannot fill the gap left by the withdrawal of state and federal funding, especially as districts across the country face budget deficits.