Leading Resilient Schools

In this chapter, we discuss the role of resilient. The recent global upheavals, such as pandemics, natural disasters, armed conflict, and climate-related emergencies, have revealed vulnerabilities in the systems of education that led to loss of learning, psychosocial damage, and increased inequalities. Based on existing international models like Education in Emergencies, the INEE Minimum Standards, and UNESCO models, the chapter examines the main leadership issues that emerge during crises, like gaps in preparation, safety and well-being issues, unfairness in terms of access to marginalized learners, and socio-emotional pressure existing in school communities. It is a compilation of evidence-based approaches and global practices that show how adaptive, equity-focused leadership can be used to contribute to crisis preparedness, learning continuity, and trust and resilience. The chapter concludes that resilient leadership is critical towards safeguarding educational systems and making sure that the responses to the crisis do not strengthen any existing inequalities.