In recent years, the role of school principals has transcended traditional educational leadership, evolving into a complex blend of community stewardship and crisis management. Between 2020 and 2023, principals across Australasia—spanning Australia, Fiji, and New Zealand—faced unprecedented challenges imposed by the COVID-19 pandemic intertwined with natural disasters such as cyclones, bushfires, and floods. This convergence of crises demanded leadership that could swiftly adapt to an unpredictable environment, and emerging research from Edith Cowan University (ECU) offers deep insights into how these educational leaders navigated such extraordinary pressures.
The study, led by Dr. Michelle Striepe from ECU’s School of Education, employed qualitative meta-analysis of interviews conducted with principals in diverse settings, revealing a nuanced balance between directive and collaborative leadership approaches. These leaders demonstrated remarkable agility in recalibrating their strategies in response to the evolving needs of their school communities. The research highlights the critical role wellbeing and relationship-building played in steering schools through these layered crises, underscoring the intricate interplay between context-specific factors, including the type of disaster, geographic location, and school demographics.
Principals were frequently thrust into uncharted territory, managing not only the logistical challenges of school closures and emergency protocols but also addressing the emotional and psychological toll on students, staff, and families. In Australia, this included adapting to lockdowns and remote learning while simultaneously responding to local disasters such as bushfires and floods. Contrastingly, Fijian principals had to contend with the compounded impacts of particularly intense cyclones alongside pandemic disruptions, amplifying the complexity of their leadership challenges. The diversity of crises across the region illuminated how adaptive leadership requires an understanding of both the immediate and long-term implications of compounded adversities.
Central to the principals’ success was their capacity to adjust leadership styles dynamically, moving away from a rigid adherence to established procedures toward a fluid, responsive mode of governance. Dr. Striepe’s research emphasizes that crisis leadership is inherently nonlinear and necessitates ongoing recalibration in light of emerging circumstances. This means leaders must be able to shift between authoritative decision-making and empowered collaboration as community needs evolve, recognizing that what functions well in one phase of a crisis may become obsolete or counterproductive in another.
One of the most profound revelations of the study is the prioritization of wellbeing and relational trust within school communities. Principals recognized that the physical and mental health of staff, students, and families could not be sidelined amidst operational demands. Rather, fostering open communication channels and reinforcing a sense of mutual support emerged as essential tools in navigating uncertainty. These relational dynamics not only enabled more effective crisis response but also laid the groundwork for enhanced resilience and recovery post-crisis.
Moreover, the research illuminates the significant personal and professional costs borne by school principals during these compounding crises. Many leaders found themselves operating far beyond their previous experience or comfort zones, undertaking decisions and responsibilities typically outside the scope of their traditional roles. This intense pressure highlights the critical need for leaders to proactively engage in self-care, establish clear boundaries, and utilize available support networks to safeguard their wellbeing. The findings advocate for sustained investment in leadership development programs that integrate crisis preparedness and mental health strategies.
The transformative impact of crisis leadership experiences is another critical theme emerging from the study. As the acute phases of crises waned, principals reported profound shifts in their perspectives on leadership and community engagement, often describing personal growth and enhanced professional capabilities. This evolution suggests that navigating adversity not only poses significant challenges but also presents opportunities for reflective learning and transformational development, equipping leaders with the skills needed for future complexities.
Dr. Striepe’s comparative analysis underscores the importance of contextual sensitivity in leadership practices. The type and duration of crises, alongside unique community characteristics, influenced how principals balanced directive versus collaborative approaches. For example, immediate disaster response often necessitated swift, decisive action, whereas protracted situations like a pandemic required sustained consultation and collective problem-solving. This highlights a leadership continuum rather than a one-size-fits-all model, encouraging flexibility grounded in situational awareness.
The research contributes substantially to the broader domain of educational leadership scholarship, particularly in understanding the multidimensional impacts of crises on school systems. It fills a critical gap by examining leadership experiences across multiple countries facing intersecting health and environmental emergencies, enabling cross-jurisdictional learning that is vital in an era of escalating global uncertainties. The qualitative insights offer practical implications for policymakers, school boards, and educational leaders planning for future crises.
Importantly, the study advocates for recognizing that crisis leadership extends well beyond immediate emergency management. Principals who emphasized ongoing relationship-building and wellbeing initiatives not only navigated current challenges more effectively but also bolstered their schools’ capacity for resilience against future shocks. This holistic approach aligns with contemporary theories of distributed leadership and community engagement, reinforcing the idea that education systems must act as adaptive, interconnected ecosystems rather than isolated institutions.
Communication emerged as a foundational element in effective crisis leadership. Principals leveraged transparent, empathetic dialogue to understand and respond to their communities’ shifting needs, thereby fostering trust and collective efficacy. The research stresses that this communicative competence is as vital as logistical planning, serving to align stakeholders, reduce anxiety, and mobilize collaborative responses.
Finally, the longitudinal nature of this inquiry reveals that the impacts of crisis leadership are not confined to the immediate aftermath but have enduring effects on school culture, leader identity, and community relations. By documenting these trajectories, the research offers valuable lessons for how educational leaders might transform crisis experiences into catalysts for innovation and sustainable improvement. It calls for systems-level recognition and support for principals’ evolving roles in an increasingly unpredictable world.
Subject of Research: People
Article Title: Lessons from Australasian principals’ experiences with crises: adapting, learning and transforming
News Publication Date: 12-Aug-2025
Web References:
– https://doi.org/10.1080/13632434.2025.2546094
References:
Striepe, M., Cunningham, C., Devi, M., Gurr, D., Longmuir, F., Robertson, S., … Thompson, P. (2025). Lessons from Australasian principals’ experiences with crises: adapting, learning and transforming. School Leadership & Management, 45(4), 344–366. https://doi.org/10.1080/13632434.2025.2546094
Keywords: Education, Crisis Leadership, Wellbeing, Educational Leadership, Community Resilience, Adaptive Leadership, School Principals
