Leading through uncertainty: A model for effective school leadership in times of crisis

This report examines how educational systems and institutions across Europe can strengthen their capacity to anticipate, withstand and recover from crises. Drawing on recent research, theory, policy evidence and real-life examples from early childhood education and care (ECEC), school education and vocational education and training (VET), the report shows that crises – ranging from pandemics and natural disasters to geopolitical conflicts, climate related hazards and socio-economic shocks – have become structural features of contemporary education in Europe. Their impacts extend beyond temporary closures or logistical challenges, affecting well-being, learning continuity, equity and trust.

The report identifies key challenges that have hindered effective crisis responses, as well as highlighting leadership practices that have proved effective in contexts. These include transparent communication, collaboration, distributed responsibility, the prioritisation of well-being, and anticipation through risk assessment. Strong relationships, trust and community engagement consistently appear as foundational enablers of resilience. In addition, the report underlines the importance of aligning institutional leadership with supportive policies that provide clear guidance, resources and the autonomy necessary to take action. 

To support both policymakers and school leaders, the report introduces an adaptable model for crisis leadership in education. This model encompasses the core values (equity, safety, trust, transparency and solidarity), the phases of crisis leadership (anticipation, preparation, response, recovery and learning), and a structured set of leadership strategies that can be adapted to the diverse contexts of ECEC, school and VET institutions. In addition, the report offers two practical tools – the Crisis Preparedness Self-Assessment Tool and the Crisis Plan template. These are intended to help educational leaders to evaluate their readiness and to develop or strengthen their institutional crisis plans.

This report provides practical guidance for leaders in ECEC, school and VET settings, who must navigate crises while supporting their communities. Also, it proposes a coherent set of policy actions to strengthen crisis leadership and resilience across education systems. Its recommendations are directed at local, national, and EU-level authorities, with the aim of creating an enabling environment in which educational institutions can anticipate, prepare for, respond to, and recover from crises while safeguarding learning, well-being and equity.

Authors:

Eli Pijaca Plavšić, independent educational expert 

Vesna Kovač, University of Rijeka, Faculty for Humanities and Social Sciences 

Ivana Miočić, University of Rijeka, Faculty for Humanities and Social Sciences 

Elina Fonsén, University of Jyväskylä, Faculty of Education and Psychology

Please cite as:

European Commission: Directorate-General for Education, Youth, Sport and Culture, ENESET, Pijaca Plavšić, E., Kovač, V., Miočić, I., & Fonsén, E. (2026). Leading through uncertainty : a model for effective school leadership in times of crisis, https://data.europa.eu/doi/10.2766/9517626