School principals don’t often make headlines, but when crisis hits, they’re often the ones steadying the ground beneath entire communities.
From COVID lockdowns to bushfires, cyclones and flooding, they’ve led through some of the toughest years our region has ever seen. Now, new research from Edith Cowan University shines a light on what that leadership really looked like between 2020 and 2023.
Drawing on interviews with principals across Australia, Fiji and New Zealand, the study shows how leaders shifted between firm direction and genuine collaboration, adapting on the fly to support staff, students and families when everything around them was changing.
Below, The Educator speaks to lead author Dr Michelle Striepe about how crisis leadership has reshaped principals’ judgment, relationships and resilience – and what the sector must learn about risk, wellbeing and preparation before the next major disruption hits.
TE: Many principals say the emotional labour of leading through crises lingers long after the event itself. In your view, how have these experiences reshaped principals’ long-term attitudes toward risk, trust, and delegation within their schools?
What stands out from our research is how this period of crises reshaped the principals’ relationship with risk. As the challenges from the crises eased, some were more willing to keep innovating, less fearful of change, and more open to trying things they might once have hesitated to adopt. Their experiences also deepened their appreciation for trust, both with staff and the wider community, and reminded them that strong relationships are important to a school’s success. I am not sure delegation is the right term, what emerged was the need to collaborate. Principals learned they can’t lead along and many value a more relational, collaborative approach.
TE: Your research shows how relationships and wellbeing are central to effective leadership during crises. Were there any particular practices that helped schools sustain those relationships once the immediate crisis ended? And what did the research say about how others might others adopt these practices in “normal” times?
These principals talked about the importance of maintaining regular communication, checking in with staff, and showing appreciation for their work. They also prioritised the relationships they had developed with the parents and families and kept them involved in the school and ensured teachers had time during the day to contact parents rather than expecting this to occur after hours. In some cases, approaches to supporting wellbeing and relationships became a part of cultural change, showing greater empathy, flexibility and listening. The implication of this experience is a valuable learning that can be applied to “normal” times: when leaders prioritise relationships and wellbeing, they will strengthen trust and build resiliency that will support the school communities into the longer term.
TE: Schools seem to be experiencing more frequent disruptions, from cyberattacks to extreme weather events. From what your research shows, are schools now better set up to keep learning going while looking after wellbeing, or are we still depending too much on principals just pushing through?
That is a difficult question. This research points to how school leaders learned important lessons about the complexity of leading through crises. Some principals kept adapting their operations, embracing technology and reshaping their school operations. But whether schools are better prepared for the next disruption, I am not so sure. What concerns me is the significant toll these crises took on leaders. We need to better understand what school systems learned. Have changes been made to procedures and/or policies? What professional development or support has been offered to principals since? These are the questions I would like to explore if we want to avoid relying solely on principals “pushing through”.
TE: Many school leaders admitted feeling unprepared for the level of personal strain these compounded crises brought. Did your interviews uncover any gaps in leadership preparation or professional development that education systems need to address before the next major disruption?
Many principals reflected on the emotional, relational, and ethical demands of leading through crises. They found themselves acting as counsellors, community anchors, even acting like a frontline support worker. These are roles that are not a part of traditional leadership preparation. The gaps are not in technical knowledge but rather in how leaders understand how to adapt, develop their emotional literacy, and wellbeing support. I am currently working with colleagues from Cyprus and the United States on an international handbook that brings together global research on crisis leadership. Our goal is to give school leaders practical knowledge and guidance for managing future crises, so they are better prepared for the uncertainty ahead.