In this article, the authors explore how educators might mitigate racial disparities in school discipline by reimagining school-community-university partnerships through restorative wraparound supports aimed at addressing the social-emotional wellness of students and teachers in urban schools. Using the Dual Capacity-Building Framework for Family-School Partnerships, originally developed by Karen Mapp, we demonstrate how urban schools can develop strong, trusting, and sustainable partnerships with teacher preparation programs and community mental healthcare providers to promote healing and build positive student-teacher relationships that help foster more inclusive and equitable classrooms for students of color.