As the world becomes increasingly interconnected, so do the risks we face. The COVID-19 pandemic has not stopped at national borders. It has affected people regardless of nationality, level of education, income or gender. But the same has not been true for its consequences, which have hit the most vulnerable hardest. Education is no exception. Students from privileged backgrounds, supported by their parents and eager and able to learn, could find their way past closed school doors to alternative learning opportunities. Those from disadvantaged backgrounds often remain shut out when their schools shut down. This crisis has exposed the many inadequacies and inequities in our education systems - from access to the broadband and computers needed for online education, and the supportive environments needed to focus on learning, up to the misalignment between resources and needs. While the educational community has made concerted efforts to maintain learning continuity during this period, children and students have had to rely more on their own resources to continue learning remotely through the Internet, television and other media. Teachers have also had to adapt to new pedagogical concepts and modes of delivery of teaching, for which they may not have been trained. In particular, learners in the most marginalized groups, who don't have access to digital learning resources or lack the resilience and engagement to learn on their own, are at risk of falling behind. This week's "Online Briefing for Faith Leaders," hosted by the San Francisco Interfaith Council and supported by the COVID Command Center's Joint Information Center Virtual Outreach Team will offer a unique view into the challenges and creative solutions being employed to support students, faculty, families and academic administrative systems in this time of the COVID-19.