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When crisis strikes a school community, leadership is tested in real time. Whether responding to violence, sudden loss, community trauma, immigration-related fears, or other unexpected events, principals and district leaders are called upon to provide stability in moments that feel anything but stable.
That was the focus of a recent webinar, Leading During Times of Crisis: How to Support Students, Staff & Ourselves, presented by Dr. David Schonfeld, executive director of the National Center for School Crisis and Bereavement. The session offered research-based, practical guidance designed specifically for school leaders navigating the aftermath of traumatic events.
At the heart of Dr. Schonfeld’s message was a simple but powerful reminder: leaders do not need to have all the answers.
“In times of crisis, school leaders don’t need to have all the answers. What students and staff need most is to know that the adults in their lives are present, honest, and committed to helping them feel safe and supported,” he said.
Presence Over Perfection
Crisis leadership is not about delivering flawless statements or immediately solving complex emotional realities. It is about visibility, transparency, and calm communication.
Dr. Schonfeld emphasized that students and staff look first for reassurance that school remains a safe and caring environment. Clear, age-appropriate communication — even when information is limited — builds trust. Acknowledging uncertainty is better than avoiding difficult conversations altogether.
Consistency also matters. Restoring routines as quickly as possible provides students with a sense of normalcy and control. Predictability can be profoundly stabilizing in unstable times.
Supporting Students Through Trauma
Students respond to crisis differently depending on their age, developmental stage, and prior experiences. Some may want to talk; others may withdraw. The webinar encouraged leaders to:
Provide structured opportunities for discussion without forcing participation
Work closely with school counselors and mental health professionals
Equip teachers with simple, supportive language
Limit exposure to graphic or sensationalized details
Rather than attempting to “fix” students’ emotions, leaders should focus on fostering connection and ensuring students feel heard and safe.
Supporting Staff: The Overlooked Impact
While student wellbeing is often the immediate priority, educators themselves are also affected by crisis. Teachers and support staff may be managing their own grief or fear while simultaneously supporting students.
Dr. Schonfeld urged leaders to create intentional space for staff debriefing, offer access to counseling resources, and model healthy coping strategies. When leaders openly acknowledge that adults are also impacted, it reduces stigma and strengthens collective resilience.
Caring for the Caregivers
Perhaps the most resonant message of the webinar focused on school leaders themselves.
The pressure to appear composed and strong can lead leaders to suppress their own emotional responses. But sustainable crisis leadership requires self-awareness and support. Peer networks, delegation of responsibilities, and time to decompress are not luxuries — they are necessities.
As Dr. Schonfeld reminded participants:
“Recovery is not about returning to what was — it’s about helping the school community move forward together with compassion, structure, and care.”
That forward movement depends on leaders who are supported as well.
Preparation Matters
While many attendees were responding to recent events, the webinar underscored the importance of proactive planning. Reviewing crisis response protocols annually, establishing communication plans, building partnerships with local mental health providers, and training staff in trauma-informed practices all strengthen a school’s readiness.
Preparation does not prevent crisis — but it reduces chaos and increases confidence when the unexpected occurs.
