School crises can be interrupters or the norm, depending on the school and its community context. Whether the crisis is acute, chronic, or complex, there are shared leadership practices, policies, and paradigm shifts that can support all stakeholders’ efforts to successfully navigate a crisis.
Leading school communities through crisis recovery and renewal while responding is hard and complex. We don’t need to hold this work alone (even though…we often do!). Together we explore these essential questions: What makes our leadership trauma informed- always, in the wake of, and in the aftermath of crisis? How might we continue our trauma-informed leadership during and after a crisis has ended (e.g., COVID 19, a student death, hurricane) to strengthen our school climate?
This session is a continuation of our four-part series “Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity” that took place in June and July of 2022. The series focused on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. The previous sessions covered Essentials, Improving Readiness, Response, and Recovery and Maintenance. You can review these sessions here.
*The main session will be held for 60 min of teaching; we will pause at noon for those who need to exit and will then stay on for 15 more optional minutes for Q & A with the presenter.
- Explore the ways that stress, trauma, and grief relate to our school crisis leadership approach(es)
- Identify what we would like to start, stop and sustain in our recovery and renewal leadership practice.
- Apply the principles of school crisis recovery and renewal to school site and system leadership, and larger school culture.
Leora Wolf-Prusan (she/hers) is the Director of Partnerships & Learning at the Center for Applied Research Solutions, serving as the Project Director for the School Crisis Recovery & Renewal (SCRR) project and as the school mental health field director for the Pacific Southwest Mental Health Technology Transfer Center (MHTTC); previous roles include serving as the national field director of a SAMHSA initiative (ReCAST) and a TA provider for the Now is The Time Initiative (Project AWARE). Wolf-Prusan is dedicated to work focused on educator mental health, wellness, and trauma-informed approaches to education and operates through a framework in which public health, social work, and education intersect. Her research examined the impact of student death on teachers, what factors contribute to teachers building resiliency, and what supports teachers need from the school system in the event of a student homicide or other traumas.
She received a BA in international relations and a BA in Spanish with a minor in Social & Ethnic Relations from the University of California, Davis; a teaching credential from Mills College; and an EdD in educational leadership from the University of California, Los Angeles. Her work in school crisis recovery and renewal is motivated by and dedicated to educators and youth who envision schools as a platform for community and connection.