School closures can occur not only during a pandemic, but also during disasters, which can impact students' social and emotional well-being and lead to detrimental behavioral outcomes and trauma-related symptomatology. Such negative impacts can potentially be alleviated by inclusion of effective virtual or blended SEL programming that supports social and emotional well-being and provides meaningful interactions among peers to foster students' ability to process and navigate through emotions during and after the event has occurred. To this end, the authors strongly argue for the importance of building community partnerships and collaborations early on and applying community-based participatory action approach to implementing and studying social and emotional learning (SEL) programming. This article explores the online delivery of a SEL program (the Global Classroom SEL) based at San Francisco State University that features collaboration between school and university staff, including involvement of undergraduate SEL Coaches. Detailed description of the program and materials may be found on the program's website (https:// globalclassroom.sfsu.edu).