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

The STRONG intervention is a trauma-informed approach that addresses the unique mental health needs of newcomer youth. Over the course of the program, students participate in ten weekly small group sessions accompanied by an individual session. Each session is designed to enhance the students’ resilience by equipping them with essential coping skills and tools. The curriculum focuses on cultivating self-awareness, fostering relationships, practicing relaxation and mindfulness techniques, and promoting cognitive problem-solving skills. By addressing both the psychological and social dimensions of adaptation, STRONG helps students build a robust support network, essential for their successful integration into new surroundings.

Results from the study, funded by the National Institute of Mental Health, indicate that after participating in the STRONG program, the surveyed students reported a striking 21 percent reduction in symptoms associated with depression and anxiety, markers that have long plagued refugee and immigrant populations. Furthermore, behavioral problems also saw a decline, decreasing by 8 percent according to student self-reports, and even more so, by 12 percent according to teachers’ observations. These significant reductions underscore the potential of STRONG as a longitudinal solution to the pressing mental health challenges faced by this vulnerable demographic.

Qualitative data collected through interviews with STRONG facilitators and school personnel revealed a wealth of anecdotal evidence supporting the program’s effectiveness. Participating students not only reported enhanced feelings of confidence but also manifested improved social interactions with peers. One group facilitator noted that many students found comfort in the knowledge that they were not alone in facing the mental health challenges associated with resettlement. This realization fostered an environment of openness and acceptance, allowing students to share their experiences and support each other.

Lurie Children’s staff has been proactive in ensuring that school personnel are trained in implementing the STRONG program. Since its inception in 2019, a total of 325 educators from 166 different schools across Chicago have undergone training. This initiative fosters not only community solidarity but also facilitates better access to essential mental health resources. The ongoing commitment to outreach will continue to be a focus, with plans in place to extend the STRONG program to more schools, both locally and nationally, empowering even more schools to support their newcomer students effectively.

CPS, committed to nurturing the holistic development of each child, recognizes that achieving academic success goes hand in hand with supporting emotional and social wellbeing. Pedro Martinez, the CPS CEO, emphasized the importance of ensuring that all students, particularly newcomers, have access to resources that will help them feel connected and valued within the school community. This framework takes into account the diverse experiences of the students and underscores CPS’s dedication to fostering an inclusive environment for all.

The scientific evidence behind STRONG’s success can be seen as a beacon of hope for other communities striving to develop similar support systems for their students. The research findings will not only enhance the current understanding of mental health interventions for youth but also drive discussions around policy reforms aimed at addressing the needs of refugees and immigrants in educational settings. As communities expand their outreach and programs to embrace diversity, the challenges faced by newcomer students warrant a sustained and concerted response.

The STRONG intervention has received recognition for its potential impact beyond the immediate confines of Chicago, positioning it as a model for national and international implementations. As other regions begin to welcome growing numbers of immigrant and refugee students, the foundational work of this initiative may inspire similar methodologies tailored to meet the unique needs of diverse populations.

The research, which was published in the American Journal of Community Psychology, lays the groundwork for future inquiries aimed at refining trauma-informed practices and exploring other supportive strategies tailored for this demographic. Co-Principal Investigator Tali Raviv, who leads the Center for Childhood Resilience at Lurie Children’s, highlighted the profound implications of the findings, stating that fostering emotional resilience in newcomer students can significantly improve their integration journey.

In conclusion, the STRONG intervention not only provides critical mental health support for immigrant and refugee youth but also paves the way for continued exploration into effective educational frameworks. The study reminds us of the power of community intervention and the long-lasting effects of helping young people navigate the complexities of resettlement with dignity and agency. As various stakeholders rally around this cause, the emphasis on emotional wellbeing over academic outcomes becomes clear. The work done in Chicago serves as an inspiring reminder of the transformative potential embedded within our educational systems.

Subject of Research: Supporting Transition Resilience of Newcomer Groups (STRONG) intervention
Article Title: STRONG Intervention Demonstrates Efficacy in Reducing Mental Health Issues Among Refugee and Immigrant Students
News Publication Date: October 2023
Web References: 10.1002/ajcp.12777
References: American Journal of Community Psychology
Image Credits: N/A

Keywords: Mental health, Refugees, Immigrants, School intervention, PTSD, Trauma-informed care, Social-emotional learning, Community support, Educational equity, Resilience-building, Adolescent wellbeing, Psychoeducation.