New research from Edith Cowan University (ECU) reveals how school principals in Australia, Fiji, and New Zealand navigated the complex challenges of multiple crises from 2020 to 2023.
The study, conducted by ECU’s School of Education, draws on interviews with principals who led their communities through the COVID-19 pandemic alongside natural disasters such as cyclones, bushfires, floods, and storms.
These leaders demonstrated a dynamic balance of directive and collaborative approaches, adapting their strategies to meet the evolving needs of students, staff, and families.
“A common theme was a focus on wellbeing and relationship-building – although context-specific differences emerged. These differences are related to the type of crisis, school characteristics, and location,” lead author Dr Michelle Striepe said.
“As the crises subsided, the principals’ experiences transformed their perspectives on their role and work, fostering personal and professional growth. The data also revealed valuable lessons principals learned about relationships, community, and wellbeing.”
Dr Striepe, Senior Lecturer (Educational Leadership) at ECU, said the comparative analysis of Australasian school leaders navigating these compounding crises not only built on previous ECU research inspired by the COVID-19 pandemic, but provided qualitative insights into crisis leadership, and the long-term impacts and benefits of these experiences.
“While Australian principals managed lockdowns and remote learning, alongside bushfires, floods, or cyclones in some areas, principals in Fiji faced the dual challenges of COVID-19 and Cyclones Harold and Yasa,” Dr Striepe explained.
Key leadership lessons
1. Adapt your leadership style to changing demands
“What you usually do isn’t necessarily going to work in every crisis. You’re going to have to adjust your leadership stye and approach as the demands of the situation change. Consider the duration of the crisis and what your community needs are at any given moment,” Dr Striepe said.
What worked yesterday or in a previous crisis may not work again in future.
“Leading through a crisis requires constant recalibration. It’s less about following a predetermined sequence of actions. Crises are, by definition, unexpected; so it is important to be responsive to the organic nature of a crisis.”
2. Prioritise relationships and wellbeing
“Our research shows that in a school-based setting, making the physical and mental wellbeing of your staff, students, families, and community is key. It’s not negotiable,” Dr Striepe explained.
Despite the need for a decisive approach early on, leaders need colleagues and their community’s help and expertise to manage ongoing demands.
“Communication is your tool to understand the impact on your community and help each other navigate the situation. The relationships you foster and maintain through a crisis will not only help you get through it – but also recover. It’s the people that will help you build a more resilient school community and make you better equipped to face future crises.”
3. Prepare for the personal and professional toll
“Regardless of your years of experience as a leader, our findings show that compounding crises can put you in a position where you’re taking actions you’ve never had to take before, and you may feel like you’re working completely outside the scope of your experience,” shared Dr Striepe.
School principals go far beyond their normal day-to-day work responsibilities when leading through a crisis. This can feel intense and overwhelming.
“It’s important that leaders have or understand strategies they can use to manage their own wellbeing, such as self-care, setting boundaries and accessing support services if and when they need them.”
This peer-reviewed study, Lessons from Australasian principals’ experiences with crises: adapting, learning and transforming, is published in School Leadership & Management.
