Beyond their primary purpose of educating students, public schools function as important pieces of physical and social infrastructure for communities. School are settings where, for example, childcare, settlement, and vaccination services are delivered; however, despite the importance of schools for the communities in which they are situated, closure decisions are made by regional school boards that prioritize economic and short-term demographic factors. A small body of literature has explored the impact of school closures on community vitality (Collins et al., 2019) but limited research examines impacts on community health. This study begins to fill that gap by exploring the breadth of ways school and school closures impact the overall health of communities. To understand the broader impacts of school closures on community health, 50 semi-structured interviews were conducted with residents (n = 20) and key informants (n = 30) associated with two Ontario school districts that recently experienced a school closure. Gale et al.’s (2013) framework analysis process was used as a guide for analyzing the interviews, and codes were iteratively created using Corburn’s (2009) Healthy City Planning framework, academic literature, and qualitative participant data. The results of this work highlight the health-promoting capabilities of school sites due to their potential for fostering social interaction and social capital, but the process of closing schools has the potential to impact social cohesion within and between communities. Based on participant perspectives, this work concludes by providing recommendations for the inclusion of these assets within healthy community planning and public health advocacy.