The Role of School Leaders in Building a “New and Better Normal” - COVID-19 Pandemic

Oct 15, 2026

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The COVID-19 pandemic has severely disrupted education, creating systemic problems that demand focused leadership as schools transition to a “new and better normal.” The article argues that school leaders should address challenges by revising curriculum and assessment, strengthening home-school relationships, delivering direct social and emotional instruction, and implementing a systemic mental health action plan. It highlights inequities in academic achievement and emphasizes critical reflection and targeted interventions to restore school climate, culture, and learning opportunities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Academic Achievement

Addressing Inequities and the Achievement Gap

Systemic Instructional Interventions and Professional Development

Technology-Enabled Learning and Ongoing Evaluation

REFEREED ARTICLE The Role of School Leaders in Building a “New and Better Normal” as Schools Emerge From the COVID-19 Pandemic Allison Ward Abstract The COVID-19 pandemic has deeply impacted the field of education, highlighting many problems to be considered by educational leaders as schools emerge from the pandemic. In planning to address challenges and consider innovation, school leaders are encouraged to implement changes in curriculum and assessment to meet the needs of contemporary learners, build strong home-school relationships by honouring the voices ofall stakeholders, encourage direct social and emotional instruction, and execute a systemic mental health action plan. At this pivotal moment in history, school leaders play a critical role in the transformation of the current system, acting as catalysts for change in the pursuit of a new and better normal. As schools emerge from the COVID-19 pandemic, the profound effect of public health orders and restrictions, school closures, and remote learning has highlighted many problems in the educational system, requiring thoughtful consideration by school leaders. Problems in the areas of academic achievement, curriculum and assessment, home-school relationships, social and emotional learning, and mental health have emerged as significant concerns in the educational system. As a result of these situations, school leaders are encouraged to engage in critical reflection as they plan a response to these problems in order to restore school climate and culture. This is a pivotal time in educational history. Educational leaders have an opportunity to think deeply about the current system and consider positive actions to address the significant areas of concern that have come into view. As schools emerge from the COVID- 19 pandemic, education can be reimagined. School leaders can play a critical role in spearheading a transformation as the system evolves into a “new and better normal.” Academic Achievement The negative impact of COVID-19 on academic achievement is a problem requiring consideration by school leaders around the world (Harmey & Moss, 2021) . Although it existed prior to COVID-19, the academic achievement gap has been exacerbated by school closuresand lack of access to educational opportunities (Javurek & Mendenhall, 2020) . COVID-19 has highlighted inequities in the current educational system, and contributed to an academic gap that has grown exponentially throughout the pandemic (Fisher et al. , 2021) . In order to plan for effective rebound learning, and work toward closing the academic gap, addressing systemic and societal inequities is an area of concern for school leaders. Identifying and responding to systemic and societal inequities, including access to basic needs, health, wellness and technology (Shah & Shaker, 2020, p. 37), is critical for school leaders as they work to close the academic achievement gap (Fadlallah, 2021) . Honest and open performance conversations between school leaders and educators through an equity lens can help identify strengths along with areas of growth in this area (Fisher et al. , 2021) . In this moment in time, there is a unique opportunity to transform by critically reflecting, identifying, and challenging current practices that contribute to the marginalization of students (Katz et al. , 2018) . To close the academic achievement gap, it is important for school leaders to ask critical questions in order to recognize and address inequity while engaging and empowering all stakeholders. In the return to a new normal, school leaders must implement a systemic intervention model to diagnose academic gaps efficiently and address closing the gaps through effective instruction (Hattie, 2021) . High expectations are required for all students, along with targeted interventions carefully designed to accelerate learning and close academic gaps (Javurek & Mendenhall, 2020) . It is critical for school leaders to provide instru

FAQs

Why is school leadership important as schools emerge from the COVID-19 pandemic?

The article states that leaders play a critical role in transforming education toward a “new and better normal” by responding thoughtfully to problems surfaced during the pandemic.

What educational issues does the article highlight for leaders to address?

It emphasizes concerns including academic achievement, curriculum and assessment, home-school relationships, social and emotional learning, and mental health.

How should school leaders respond to learning loss and the academic achievement gap?

The article recommends implementing systemic interventions to diagnose gaps efficiently and closing them through high expectations, targeted supports, and effective instruction.

Oct 15, 2026

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