This Handbook brings together diverse international perspectives on the ways in which contemporary schooling and school communities can respond to crises, including natural disasters, pandemics, economic and social upheaval, war, crime and conflict. It is imperative for education policymakers, leaders, teachers, students and community members to understand the important role that schools can play in building community resilience during times of crisis.

The book provides a rich array of empirical and conceptual tools developed by researchers working in international contexts with schools and communities across six continents to build resilience, mitigation and adaptation strategies for multiple different crises. There are three main themes. The first consists of nuanced definitions and conceptual tools for schooling and crisis. The second details multiple accounts of schooling and crisis across different contexts and challenges. The final presents a detailed set of practical strategies for education policymakers, school leaders, teachers, students and communities to consider adapting to their own contexts.

Easy to navigate and engaging for the reader, this Handbook will be of interest to educational researchers, including higher degree research students, working with communities in diverse contexts across the globe.

This Handbook brings together diverse international perspectives on the ways in which contemporary schooling and school communities can respond to crises, including natural disasters, pandemics, economic and social upheaval, war, crime and conflict. It is imperative for education policymakers, leaders, teachers, students and community members to understand the important role that schools can play in building community resilience during times of crisis.

The book provides a rich array of empirical and conceptual tools developed by researchers working in international contexts with schools and communities across six continents to build resilience, mitigation and adaptation strategies for multiple different crises. There are three main themes. The first consists of nuanced definitions and conceptual tools for schooling and crisis. The second details multiple accounts of schooling and crisis across different contexts and challenges. The final presents a detailed set of practical strategies for education policymakers, school leaders, teachers, students and communities to consider adapting to their own contexts.

Easy to navigate and engaging for the reader, this Handbook will be of interest to educational researchers, including higher degree research students, working with communities in diverse contexts across the globe.