This article presents an insight into how schools serving vulnerable children (mainly in terms of low socio-economic status and belonging to minority or immigrant families) dealt with the difficulties they faced during the different stages of the health crisis of the COVID-19 pandemic. The results presented here are part of a larger research project carried out in 29 schools in six cities in three Spanish regions (Aragon, Catalonia and Andalusia). The aim was to identify the educational challenges that arose and the pedagogical adaptations and innovations that were implemented to support the development of children in extreme social isolation during the confinement of 2020, as well as during the restrictions on social interactions imposed afterwards. A mixed-methods approach was used to analyse the data, although our focus in this chapter is on interviews with school headmasters (n = 29). The findings show the resilient actions developed by these schools in their attempt to provide a sustainable scaffolding for children’s development along three basic axes: building community networks, family-school relations and personalisation of teaching. This involved mastering new tools and cultural artefacts and creating shared practices and narratives in which pupils and families from minority cultures felt welcome and represented.