Schoolwide peer-mediated programs have long been advocated as an avenue for promoting inclusion, friendship, and learning for students with autism and other developmental disabilities. Such interactive programs faced complexities amid the COVID-19 pandemic. We surveyed representatives of 91 elementary and secondary schools implementing a peer-mediated program called Peer to Peer (Ziegler et al., 2020). Participants described how the pandemic impacted program involvement, implementation, and inclusion across two school years. In open-ended questions, participants described program adaptations and how the pandemic deepened their commitment to inclusion. We discuss implications for research and practice aimed at strengthening peer-mediated programs to advance inclusion and belonging within--and after--a global pandemic.