Why this book exists
This project began with a conversation — and the simple question of how to ensure that what school leaders learn through crisis is not lost.
Shortly after the military coup in Myanmar in February 2021, Dr. Gregory Hedger — then Director of The International School Yangon — was speaking with Dr. Margaret Alvarez of WASC. Like school leaders everywhere, the school was already navigating the disruption of the COVID-19 pandemic. The coup layered political instability, violence, uncertainty, and eventually evacuation onto an already unprecedented situation.
Those conversations continued. Workshops followed at the Tri-Association and EARCOS, then fireside chats through WASC, EARCOS, and AISA. Wherever they went, the response was consistent. Experienced Heads said: “I’ve lived through something similar. I’d like to share what I learned so someone else doesn’t have to learn it the hard way.” Others, who had not yet faced a major crisis, said: “I hope I never have to experience this — but if I do, I want to be better prepared.” Those two conversations became the foundation of this project. When it emerged that AISH had been exploring a remarkably similar initiative, the two organisations joined forces rather than pursue parallel efforts.
How it came together
Rather than asking contributors to write lengthy narratives, the editors identified the major themes that emerge across the lifecycle of a crisis and invited Heads of School to choose the topics they felt most qualified to discuss. For each topic, contributors responded to reflective questions based on their lived experiences. Their responses form the foundation of each chapter, which is why each one carries the authentic voices of one or two leaders rather than a single author’s perspective throughout. Alongside them, crisis professionals contributed specialist knowledge in security, emergency preparedness, crisis communications, reputation management, child safeguarding, and mental health. In the end the project brought together leaders from more than twenty countries across Asia, Africa, Europe, the Middle East, and Latin America.
How to use it
This is not a book intended to be read once and filed away. For Heads of School, use the narrative reflections to prepare your own mindset for the pressure of leadership. For Boards, use the governance sections to define your boundaries and support functions before a crisis tests the relationship. For school leadership teams, use the reflective questions to discuss your school’s readiness. The most useful moment to read it is now, while your systems, your board relationships, and your own instincts can still be shaped by what you learn — not in the middle of the event it was written to help you navigate.
Understanding what constitutes a crisis, building the systems and teams, and aligning governance long before they are needed.
Deciding under pressure, communicating with confidence, supporting people and students, and managing operational realities.
Sustaining leadership presence, rebuilding trust, capturing what was learned, and turning recovery into readiness.
“No two crises are ever identical. A pandemic is not a coup. An earthquake is not an evacuation. Yet while the circumstances differed dramatically, the leadership principles remained remarkably consistent.”