As we have seen in China, Italy, and now in the United States, the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic has sent shock waves throughout the world, causing significant mortality, the likes of which we, arguably, have not seen for more than 100 years. At the time of this writing, there are more than 700 000 cases of novel coronavirus disease 2019 (COVID-19) worldwide, with more than 35 000 deaths. 1 The term social distancing has become part of the daily lexicon and, although essential to curb viral transmission, its indirect effects usher in a stark new reality for children and families. Many caregivers have lost their jobs or had their income reduced, resulting in stress and financial strain. Schools and childcare centers are closed, meaning that daily schedules for millions of children and families have become interrupted, and caregivers must identify appropriate childcare services. Educational curricula have been massively disrupted, as have the services that schools and childcare centers provide, including free or reduced-cost meals, speech therapy services, and individualized education programs for children with special needs. In addition, access to necessary behavioral health services through schools, clinics, or community-based organizations is now limited. As is almost always the case, the effects of catastrophic events are not uniformly distributed. As demonstrated by events such as Hurricane Katrina and the influenza pandemics of 1918 and 2009, children of racial and ethnic minorities and those living in poverty have the greatest risk of experiencing poor outcomes, including homelessness, unemployment, food insecurity, trauma or violence, and death. 2-4 Reaching those who are most vulnerable requires an approach that is collaborative, yet systematic. Health care systems that are able to engage with colleagues in education, human services, and government will be best equipped to develop cohesive, problem-oriented solutions that address the most pressing issues for children and families during times of crisis. With these circumstances in mind, we describe how child health-community partnerships shaped one community's response to the COVID-19 pandemic, with the hope that the examples we provide here may be adapted to fit the needs of other communities. As the birthplace of "community pediatrics" 5 and the "biopsychosocial model," 6 the University of Rochester in Rochester, New York, has a rich history of cultivating strong relationships with community members and organizations. The university's Department of Pediatrics has fully embraced this heritage. Grounded in its mission to "help each child reach their fullest potential," the department has forged a deep commitment to the community as reflected in initiatives targeting population